


BULLETIN 

O F TH E 

WHOLE NO. 83 



Educational Series JUNE, !9lo Volume I No. 9 



A HIGH SCHOOL- MANUAL 

Standards and General. Recommendations 

FOR THE 

Accrediting of High Schools 

B V THE 

University of New Mexico 



edited by 
LYNN BOAL MITCHELL 

Professor of Latin and Greek and Chairman of 
Committee on Student Standing 



ALBUQUERQUE, NEW MEXICO 



PUBLISHED quarterly bv the UNIVERSITY OF NEW MEXICO 
r ERED MAY t, I906, AT ALBUQUERQUE. N. M. AS SECOND CLASS MATTE! 
UNDER ACT OF CONGRESS OF JULY 18, 1894 



D. of D. 
OCT 25 1910 



<o 






•Prpfarr 

The writing of this bulletin has been largely the 
labor of compilation and editing of material sub- 
mitted from various sources. The compiler and 
editor hereby acknowledges his indebtedness to his 
colleagues of the Faculties of the University and of 
the State College, to Mr. P. E. Leavenworth of the 
Albuquerque High School, to the deans and offi- 
cers of a number of American universities and col- 
leges, and to the authors of the Bulletin of the Uni- 
versity of Illinois, Volume XII. number 43. 

LYNX B. MITCHELL. 

Albuquerque, X. M. 
June, 1916. 



Jntm&urtum 

Not so very long ago the institutions of higher 
learning assumed towards the high school an atti- 
tude of dictatorial tyranny. It was assumed that 
no high school should offer any course that would 
not primarily and directly meet the entrance re- 
quirements of the colleges. Lately, however, it has 
been realized that great harm has been done to the 
cause of education by this attitude. In "the first 
place, the majority of high school graduates do not 
attend college and it is admitted by college authori- 
ties now that the high school curriculum should be 
arranged to meet primarily the needs of this ma- 
jority. The great State universities of the Middle 
West have been the leaders in accepting for ent- 
rance a diminished amount of Latin and Greek, 
history, &c. and in enlarging the list of studies that 
may be offered for entrance. The subjects prescrib- 
ed for entrance to the Colleges of Letters and Sci- 
ence, leading to the degree of Bachelor of Arts, are 
now reduced to a minimum and are looked upon as 
being those subjects that any high school officer 
would regard as the necessary foundation of any 
high school course. 

The University of New Mexico, following the lead 
of other institutions, rarely now gives any entrance 
examinations to candidates but examines rather the 
high schools from which the candidates present 
themselves. The basis of granting to the high 



20Q Bulletin University of Nets Mexico (Ed. Series 

schools the privilege of allowing their graduates to 
enter the University without examination has been 
visitation and inspection. While looking forward 
to having a special officer (High School Visitor) 
for this purpose in the near future, the Univer- 
sity has been accrediting high schools by means of 
visitation and inspection by the President and other 
members of its Faculty. 

The purpose of establishing the accredited rela- 
tion between high schools and the University has 
been to aid the high schools, in a constructive way, 
as well as to benefit the University. The Univer- 
sity also seeks to co-operate with school authorities 
to effect higher standards of high schools in villages 
and small towns which are able to maintain only 
from one to three years of high school work. 

This manual is for the use of superintendents, 
principals, teachers, and school boards. It gives in- 
formation in regard to entrance requirements, 
standards required for accrediting and suggests the 
material equipment of high schools. The University 
has compiled this manual in the hope that it may 
prove to be mutually beneficial to both University 
and high school and may lead to a greater degree of 
co-operation to meet the ends of education. 



High schools or academies are inspected for the 
purpose of establishing the accredited rela- 
tion on application from the principal or sup- 
erintendent. Upon receipt of such application 
blanks will be sent to the applicant for a full and 
complete report on the conditions existing in thf 
high school or academy. If it appears from this re 
port that the school is probably worthy of a place 
on the accredited list an inspection will follow as 
soon as possible. 

The general conditions looked for in the prelimin- 
ary report from a school are : 

1. Is the length of the school year at least 36 
weeks of actual school work? 

2. Is the district financially able to sustain a 
school at such standards as to insure reasonable ef- 
ficiency? 

3. Are there three or more teachers devoting 
full time to high school work? 

4. Does the preparation of the teachers repre- 
sent study beyond the high school? 

5. Do any of the teachers have more than six pe- 
riods a day of recitation or laboratory work? 

6. Are the recitation periods at least 40 minutes 
in length? 

7. Are consecutive double periods provided for 
all unprepared work, such as laboratory, drawing, 
and shop? 



262 Bulletin University of New Mexico (Ed. Series 

8. Is the material equipment of the school ade- 
quate for the work which it undertakes? 

9. Are text-books well chosen? 

The University reserves the right to accredit a 
school partially and to reconsider or modify the ac- 
crediting at any time in case of deterioration of 
work. 

The University will accredit work done in one, 
two, and three year high schools in proportion to the 
amount of work done in a creditable manner. 
Some of the standards for such schools are : 

1. The length of the school year should be 36 
weeks of actual school work. 

2. Kecitation periods should be 40 minutes in 
length, with double consecutive periods for labora- 
tory, shop, or drawing. 

3. The material equipment must be adequate for 
the courses offered. 

4. The teachers should have at least two years 
of training beyond the course of a standard four 
year high school. 

5. For a three year school the full teaching time 
of at least two teachers should be required. 

6. For a two year school the full teaching time 
of one teacher and at least one-half of the full time 
of another teacher should be required. 

7. Where the ninth grade only is offered, at 
least one-half of the full time of one teacher should 
be given to this grade. 

Each student coming to the University from a 
wholly or partially accredited high school or acad- 
emy should write to the Registrar of the University 



Vol. 1, No. 9, 1916) Mitchell 263 

for the proper blank ou Avhich the principal is re- 
quested to make a transcript of the candidate's 
record. Until such a transcript is presented or ent- 
rance examinations are passed, no person can be- 
come a student in good standing at the University. 



Frequently the University receives a request that 
it suggest a model "course of study" for a given 
high school. This is extremely difficult to do with- 
out full information on all the facilities and condi- 
tions existing at this school. And there is the dan- 
ger that such a "model course" may tend to become 
a fixed type and impede readjustments which 
should be made from time to time. Two or three 
sources of weakness in curricula may, however, be 
pointed out. The practice so common among small- 
er high schools of radically changing the course of 
studies from year to year is to be deplored. This is 
one of the causes of irregularity and inefficiency in 
this type of schools, and school authorities would 
do well to avoid such frequent and often unneces- 
sary changes. 

Another source of weakness is found in the effort 
to make the course of studies include too much for 
the teaching force of the school. In order to extend 
the curriculum recourse is frequently had to some 
plan of alternation by which two high school grades 
are thrown together in the same subject. This is a 
practice which can safely be indulged in only to a 
limited extent in high school work. As previously 
stated the University requires the full time of three 
teachers as a minimum for accrediting a four year 
high school. In a straight four year program, with 
four subjects each year for each pupil, there will 



Vol. 1, No. 9, 1916) Mitchell 265 

not be room for many more than sixteen courses 
where the teaching force consists of only three per- 
sons without placing upon their shoulders too 
heavy a load of teaching. 

In some of the high schools which have a fair- 
sized teaching force it is to be regretted that the pu- 
pils are permitted to carry too heavy a schedule. 
Nothing is gained by the pupil who succeeds in 
earning 18 or 19 units in the space of four years. 
Such a pupil must necessarily sacrifice quality of 
work for quantity. And it has been observed that 
the graduates of a high school in this State who 
present for entrance to the University on the aver- 
age over 17 units of work do not make as satisfac- 
tory a record in the University on the average as 
the graduates of another high school who rarely 
present more than the required 15 units for admis- 
sion. These two high schools are of about the same 
size and there is no choice to be made between them 
on the basis of physical plant, equipment, and 
teaching force. 

Care should be exercised in planning a program 
of studies that over-emphasis should not be given 
to any one group of studies to the neglect of others. 
For example, a program of studies that would con- 
tain four years of history and no science at all can 
not be considered a well balanced one. 

School authorities, in introducing new courses, 
such as commercial or manual training, home econ- 
omics, or agriculture, should consider carefully their 
ability to provide adequate equipment for laborat- 
ory or shop and for a reference library as well as 
the difficulty of providing competent teachers. 



266 Bulletin University of New Mexico (Ed. Series 

Courses which are in the experimental stage, such 
as general science, should be left to the stronger 
schools which can afford the experiment until some 
definite standards have been agreed upon as to 
what the aim and content of the course should be 
and its proper place in the four years program. 



Ull)p ijuji) ^rijnol (Eurrtrulum tn its 
£?Iatiim tn (&all?g? iEntranre 

(Revised from an address given by Professor L. 
B. Mitchell, Chairman of the Committee on Student 
Standing of the University, before the High School 
and College Section of the New Mexico Education- 
al Association, November, 1915. ) 

The history of the American college curriculum be- 
gins with the Latin, Greek, Mathematics, and Mor- 
al Philosophy of the Harvard college course of IGoO 
and so long as there was a. qua si-aristocracy of high- 
er education for those who entered the three great 
professions of theology, law, and medicine, the cur- 
riculum was essentially confined to these subjects. 
And for a long time the curriculum of the high 
school was confined to these same subjects — the so- 
called "humanities." But a new era has lately be- 
gun and Ave now see people going to college for a 
preparation for every walk of life. There is a strong 
demand for the obviously practical studies, until 
we have the twentieth century agricultural college 
offering its valuable array of courses in Aveeds, 
horse-shoeing, spraying of trees, rations of hogs, 
fancy cooking for man and beast, and business cor- 
respondence. The dominant tendency in the de- 
velopment of American colleges and high schools 
is towards the so-called practical. Some, thinking- 
it an easy matter to distinguish between the prac- 



2gg Bulletin University of New Mexico (Ed. Series 

tical and the unpractical, have included in the for- 
mer all professional and technical branches and 
have assigned to Limbo the old humanities as be- 
ing unpractical and wholly ornamental. There is 
no such thing as a purely practical subject and no 
such thing as a purely cultural subject. Any sub- 
ject may be partially cultural — dress-making, for 
example, and sign-painting, and blacksmithing. 
Under certain conditions, for certain persons, such 
studies would be chiefly cultural. Any study, on 
the other hand, ma} r be practical, as Latin is for one 
who teaches it or needs it as a basis for medicine or 
law. Perhaps we can say that all subjects are either 
immediately practical or ultimately practical. The 
cry for the practical subjects has extended from the 
colleges to the high schools, and there is a tendency 
in some quarters to overemphasize the immediate- 
ly practical and to sacrifice the ultimately prac- 
tical. One should constantly be on his guard not 
to give up the goal of educating the student and to 
avoid substituting for this a mere apprenticeship to 
some trade. 

State universities are generally requiring 15 
units for entrance, a unit being a subject pursued 
through at least 30 weeks with four or five recita- 
tions a week or the equivalent in laboratory or prac- 
tice work. 

Of the 15 units required for entrance to the Col- 
lege of Letters and Science (the B. A. course), 9 
are prescribed and the remainder are elective. The 
prescribed units are : 

English, 3 units. 

Historv. 1 unit. 



Vol. 1, No. 9, 1916) Mitchell 269 

Foreign language, 2 units in one language. 

Algebra, 1 unit. 

Plane Geometry, 1 unit. 

Laboratory science, 1 unit. 

What right have the universities and colleges to 
require that the high schools shall include these 
subjects in the work completed by each graduate 
who goes to college? In the first place, in answer 
to this question so naturally raised, we ask what 
subjects can be substituted in their stead that 
would have a more ultimately practical value for 
every student. Shall we cut down the amount of 
English required for graduation from the high 
school? In view of the deplorably weak command 
of the native language of the majority of our citi- 
zens, we should be unwilling to graduate students 
with less English. The ability to express one's 
ideas clearly, vigorously, and concisely is so import- 
ant that no sacrifice can be tolerated here. In fact, 
the colleges require their students to take one or 
two more years in English, at least one of them in 
composition and rhetoric. 

Time is not available to offer any defence for the 
inclusion of the other subjects of the prescribed list, 
except to state that two years are not more than are 
needed to give a working knowledge of any foreign 
language. The foreign language and the mathe- 
matics have a well-earned place in the prescribed 
list because they are the two subjects par excellence 
of value in developing the power to think accurate- 
ly. The study of a foreign language gives a better 
insight into the understanding of one's native lan- 
guage. The algebra and geometry are indispen- 



•JfO Bulletin University of New Mexico (Ed. Series 

sable as a foundation for all technical courses. No- 
body, I believe, would be in favor of abolishing the 
requirement of one year's work in history. The re- 
quirement is meager enough as it stands now. As 
for the laboratory science, it is essential that this 
great and important branch of knowledge be in- 
cluded so that the student may be taught the rudi- 
ments of the scientific method of investigation and 
the ability to draw the logical and inevitable con- 
clusions from a given set of phenomena, whether he 
ever uses the subject matter he has learned in the 
course or not. 

We can hardly neglect any of the branches of 
knowledge contained in the prescribed list. Taken 
together, they represent the different phases of in- 
formation and culture and they are all either im- 
mediately or ultimately practical. 

While we were listening last year to an able man 
from the University of Illinois, Dr. Lotus E. Coff- 
maii, another professor in the same department, Dr. 
Bagley, was lecturing before the Illinois Confer- 
ence of High School Teachers. In speaking about 
the prescribed list, he justified a certain measure of 
uniformity in courses through the grades and the 
high schools by the following arguments : 

"First," he says, "there is the mere economy or 
expediency of administering a single curriculum, as 
compared with administering differentiated curri- 
cula. Secondly, the justification of a certain meas- 
ure of uniformity furnishes one rather definite 
standard for selecting common elements. Thirdly, 
this uniformity can be insured without interfering 
unduly with desirable differentiation. Fourthly, 



Vol. 1, No. 9, 1916) Mitchell 271 

common elements in the curriculum are not only 
justified but they are demanded by social needs and 
particularly by the needs of* a democracy. If de- 
mocracy depends upon any one factor, it depends 
upon social solidarity; it depends upon a certain 
community of ideas, standards, and aspirations 
among all the members of the democratic society. 
Democracy involves the collective consideration of 
common problems. There must be a basis for com- 
mon discussion. The leaders must be able to make 
their appeal to the people in terms that will be un- 
derstood, and if this appeal is to rise above the 
level of instinct or primitive interest or class pre- 
judice, there must be among' the people a common 
basis of knowledge. 

"This general principle may, I think, be embod- 
ied in two statements, the first of which, at least, is 
so axiomatic as to claim the title of a law. It may be 
formulated as follows : 

"The efficiency of a democracy is directly de- 
pendent upon the number of ideas that are common 
to all the members of the democratic group." 

"The second is : 

"The level upon which a democratic society does 
its collective thinking is dependent upon the level 
to which formal education has raised the great ma- 
jority of its members, or, to put it in another way. 
a high plane of common ideas is essential to collect- 
ive thinking on a high plane.' 2 

Dr. Bagley's whole address is illuminating and 
helpful but time moves on and enough has been 
said, I think, to justify the requirement of the uni- 
versities that the high school course shall furnish a 



272 Bulletin University oj New Mexico (Ed. Series 

certain degree of uniformity in those subjects 
which afford the basis of general information and 
the foundation of the professions and arts. 

It is always necessary to bear in mind that 80% 
of the high school graduates do not go to college 
and the high school curriculum should primarily be 
designed to meet the needs of the majority of its pu- 
pils. While a student will not get very far along in 
some subjects, such as economics, chemistry, and 
trigonometry, and will have to repeat them in most 
cases in college, still, if he does not go to college a 
little knowledge of these things is better than no 
knowledge at all. Those students who expect to at- 
tend college should be advised to avoid in their high 
school course such subjects as trigonometry, chem- 
istry, economics, education, and psychology. 

An observation on the personnel of the teaching 
force emerges at this point. It is highly desirable 
to have in the high school teaching corps some col- 
lege trained persons who are competent to give in- 
telligent advice to their pupils as to what courses 
are best for them to elect, whether they expect to 
continue their studies in college or not. 

There has been a demand in some quarters that 
agriculture and home economics be accepted by the 
University as meeting the requirement of one unit 
in a laboratory science for entrance. It is not be- 
lieved by the University of New Mexico, as well as 
by all other state universities with the possible ex- 
ception of Illinois and Ohio, that these subjects as 
now taught deserve to be regarded as on a par with 
the laboratory sciences enumerated in group 5 A 
under list A. However, if at any time a course is 



Vol. 1, No. 9, 1916) Mitchell 273 

brought to the notice of the University Faculty in 
which the laboratory method is pursued and the 
real scientific character of the course is demon- 
strated, the University is willing to accept such 
work as a laboratory science. As usually taught, 
courses in sewing, in which cloth is cut and gar- 
ments made, and courses in cooking, in which stud- 
ents follow recipes handed them by their instruct- 
ors, are not the equivalent of such laboratory cours- 
es as biology or physics. A course in agriculture, too, 
where the so-called laboratory part of the course con- 
sists of bugging a row of potatoes or hoeiqg a row of 
corn, can hardly be recognized as a laboratory 
science. A laboratory science is much more than 
simply spending two or more consecutive recitation 
periods in some practice work. Scientific agricult- 
ure, especially real work in soils, presupposes a 
knowledge of chemistry, at least, if not other sci- 
ences, and whether such a course as one in soils can 
be effectively given in high schools is to be doubted 
and if it is given without a previous knowledge of 
some other science it will sink to the level of a text- 
book and recitation course and cannot be regarded 
as a laboratory science. A science taught from a 
textbook and without laboratory periods for obser- 
vation of phenomena and the careful recording of 
conclusions is not a laboratory science. 

We do not intend to give the impression that ag- 
riculture and home economics should not have a 
place in the high school program of studies. But 
both of these subjects are yet in the experimental 
stage and are not standardized as are courses in 
physics, chemistry, or biology. Dr. Humbert. Dean 



274 Bulletin University of New Mexico (Ed. Series 

of Agriculture at the State College, thinks that at 
present no course can be outlined for the high 
schools of this State. Conditions here are different 
from those obtaining in other States. We should 
wait a while, he thinks, until it is seen from further 
experience just what courses are feasible in this 
State. It is probable that in a few years it will be 
seen just what courses are practicable. The work 
to be undertaken will probably lie in the fields of 
soils, crops, animal husbandry, irrigation, and dry 
farming. 

In home economics it is possible to arrange a 
course in foods that can be accepted as a laboratory 
course. Such a course would involve a careful 
study of the principles underlying the preparation, 
the digestion, and assimilation of food, the changes 
produced in food by heat and cold, and the taking 
of notes on the observation of the operation of laws 
and the drawing of conclusions from the phenom- 
ena observed. If this is done, such a. course may 
rise to the rank of the other laboratory sciences. 
But sewing, although a portion of the course is call- 
ed, but falsly called, laboratory work, is not a sci- 
ence at all but an industrial art and may be offered 
towards entrance to the University only as an elect- 
tive. 

Music has lately been placed in the list of sub- 
jects that may receive credit towards entrance to 
the University. While the ancient Greeks and Ro- 
mans followed a three-fold curriculum, in which 
the physical, intellectual, and aesthetic elements in 
man's nature were developed, the Middle Ages seem 
to have placed a taboo on the physical and aesthetic 



Vol. 1, No. 9, 1916) Mitchell 275 

and aimed solely to develop the intellectual powers. 
Fortunately, in these later days the importance of 
physical well-being is again being appreciated and 
we are well along on the road towards recognizing 
the fact that in order to have a mens sana we must 
have a sanum corpus as its receptacle. But the aes- 
thetic side of man's nature is still deplorably ne- 
glected, being represented in high school only by 
music, drawing, and such study of design as enters 
into household decoration, and sewing, while the 
colleges have but lately given recognition to the 
educational value of music. Since the B. A. course 
is regarded as being primarily cultural and im- 
parting the ars bene vivendi, courses in music, 
drawing, fine arts, and others having distinct aes- 
thetic values should be accepted to considerable de- 
gree for the B. A. degree. The University has for 
some time allowed entrance credit for drawing and 
now, wishing to give some recognition to music, has 
voted to accept towards entrance a maximum of 
two units in music, that is to say, a maximum of 
one unit in theory and history of music and a maxi- 
mum of one unit in voice or instrument. Inasmuch 
as no standards have yet been set for high school 
courses in voice and orchestral instruments, it will 
be necessary for the candidate who offers training 
in voice or some instrument towards entrance, to 
pass an examination in order to obtain credit, He 
will be required to render with proper expression 
and technique a piece of such grade or difficulty as 
has been established by the Department and to per- 
form at sight another piece of less difficulty. The 
requirements are fully explained in the catalog of 
the University. 



276 Bulletin University of New Mexico (Ed. Series 

Sty? Equipment of HabnratnmB 

Primarily this problem should be considered in 
the plans for building a high school as it frequent- 
ly happens that architects, having little knowledge 
of such matters, if left alone, will place the labora- 
tories where they will best fit into their own plans 
instead of considering the requirements for light, 
space, &c. When plans are being prepared, the fol- 
lowing considerations may well be kept in mind : 

1. Proper lighting. Booms in which micros- 
copes are to be used should have an abundance of 
north light. North light, or better yet, overhead 
light, should be provided for rooms used for draw- 
ing and art work. On the other hand, the quarters 
for biology should have direct sunlight in those 
rooms where life forms are to be preserved. 

2. Suitable cases for taking care of apparatus 

should be built in. 

3. Good substantial tables for experimental 
work will be needed and the physics laboratory 
should have a solid table of masonry or concrete. 

I. Good ventilation should be aimed at in all 
cases and in the chemistry laboratory hoods to 
carry gases and fumes into the outer air are a prime 
necessity. 

5. If possible some room should be provided for 
the use of a stereopticon. It is often possible to 
prepare one lecture room so that it can serve the 
needs of a lecture and demonstration room for the 
sciences. This room should have a lecturer's desk 
provided with a sink, gas, and water. Dark cur- 
tains at the windows can be provided so that the 



Vol. 1, No. 9, 1916) Mitchell 277 

room can quickly be darkened for the use of the 
lantern. The greatest use can not be derived from 
a lantern unless it is possible to darken a room in a 
few moments for a few pictures, whenever desired, 
and again to have light as soon as the pictures are 
finished. 

6. A convenient water supply with sufficient 
lavatories and sinks. 

7. A gas plant is needed for chemistry and is 
almost indispensable for home economics. 

School authorities should bear in mind, when 
they contemplate the addition of a new laboratory 
course, that adequate equipment should be provided 
as well as competent instruction. » Where limited 
means are at hand it is far better to provide first 
class equipment both in quantity and quality for 
one science than to divide the available funds be- 
tween two laboratories and thus be unable to do 
justice to either. There are many articles of equip- 
ment that find use in more than one course so that 
when once complete equipment is on hand for one 
course it will be found that it is possible to pur- 
chase equipment for a second course for considerab- 
ly less expense. 

Suggestive lists of equipment for different sub- 
jects are to be found in connection with the descrip- 
tion of courses. It is often suggested where such 
equipment may be obtained. The following sources 
of supply, are, therefore, supplementary ; 

Biology 

A. A. Sphung, North Judson, Ind. Live or preserved frogs, 
crawfish, turtles, etc. 

H. M. Stephens, Dickinson College, Carlisle, Pa. Zoological 
and botanical materials for class use. 



27§ Bulletin University of New Mexico (Ed. Series 

C. S. Brimley, Raleigh, N. C. Reptiles, amphibians, and 
fishes, living or preserved. 

Biological Supply Co., 106 Edgerton St., Rochester, N. Y. 
Plant and animal materials for laboratory slides. 

Marine Biological Laboratory, Woods Hole, Mass. Preserved 
materials for botany, zoology and embryology. 

St. Louis Biological Laboratory, St. Louis Mo. Microscopic 
and lantern slides. 

Apparatus and Supplies 

*C. H. Stoelting Co., 121 N. Green St., Chicago. 

*Central Scientific Co., 412 Orleans St., Chicago. 

*A. H. Thomas Co., Philadelphia. 

*Denver Fire Clay Co., Denver. 

*Braun Corporation, Los Angeles. 

Chicago Apparatus Co., 40-42 W. Quincy St., Chicago. 

*Wm. Gaertner Co., 5347-9 Lake St., Chicago. 

*Henry Heil & Co., 212-214 S. Fourth St., St. Louis, Mo. 

*Eimer and Amend, 205-211 Third Ave., New York. 
L. E. Knott Apparatus Co., Harcourt St., Boston (laboratory 
furniture.) 

*E. H. Sargent & Co., 143-145 Lake St., Chicago. 

*Bausch and Lomb Optical Co., Rochester, N. Y., and San 
Francisco. 

Mcintosh Stereopticon Co., 35-37 Randolph St., Chicago. 

Kewanee Mfg. Co., Kewanee, Wis. (laboratory furniture.) 

Leonard Peterson & Co., 1240 Fullerton Ave., Chicago (lab- 
oratory furniture.) 

*The starred firms furnish chemicals as well as equipment. 

Shop Work and Mechanical Drawing Supplies , 

Simmons Hardware Co., St. Louis, Mo. 

Orr & Lockett Hardware Co., 71-73 Randolph St., Chicago. 

Hammacher, Schlemmer & Co., 4th Ave. and 13th St., New 
York City. 

E. Dietzgen Co., Chicago. 

Weber & Co., St. Louis, Mo. 

A. S. Aloe Co., St. Louis, Mo. 

The local hardware dealer can furnish much of the equipment 
needed for shop work and generally supplies for drawing can 
be obtained through the local bookstore. 



®1)£ ijtgtj §>rl)onl £?f?r?ttr? Htbrary 

In the larger schools it will be well to have a li- 
brary room with suitable book-stacks, tables, &c. 
In the smaller schools a corner, or side, or rear of 
the study room may be utilized tor library purpos- 
es. This plan works very well even in moderately 
large schools. 

For the Avork of the high school two classes of 
reference are needed: First are the general refer- 
ence works, such as dictionaries, encyclopedias, at- 
lases, and statistical compendiums. Then come the 
special reference works for the different depart-' 
ments of high school work, selected in order to give 
opportunity for rather extensive collateral reading 
on important and controverted topics of the text- 
books. Each department of the high school should 
be represented in this collection. These books 
should be kept together in the library or study room 
rather than in the recitation or laboratory rooms of 
the several departments as there are frequently 
cross references from one department to the liter- 
ature of another. 

Scattered along through this Manual there are 
suggestive lists of reference books following the de- 
scription of courses under the several departments. 
These lists are of varying length. Apparently 
some of our Faculty have furnished what they 
thought to be an irreducible minimum of reference 
books and others have furnished a larger list. It 



2g0 Bulletin University of New Mexico (Ed. Series 

was intended that the lists be made up in such a 
way that the books would be suggested in the order 
of their importance but this scheme could not in all 
cases be followed out. It is urged that the import- 
ance of a reference library be kept in mind. Col- 
lateral reading is of prime importance and it is 
hoped that when a sentiment exists in favor of in- 
troducing additional courses it will be kept in mind 
that adequate provision for reference books and 
physical equipment are problems to be solved by 
school authorities as well as the problem of secur- 
ing competent instruction. 

REFERENCE BOOKS ON EDUCATION AND PEDAGOGY 
FOR TEACHERS. 

(Furnished by Dean C. E. Hodgin.) 
Johnson and Others: The Modern High School (Scribner's) 
1914. 

Parker: Methods of Teaching in High Schools (Ginn) 1915. 
Brown: The American High School (Macmillan) 1909. 
Judd: Psychology of High School Subjects (Ginn) 1915. 
Graves: A Student's History of Education (Macmillan) 1915. 
Klapper: Principles of Educational Practice (Appleton) 1912. 
James: Talks on Psychology and Life's Ideals (Holt). 
Hibben: The Problems of Philosophy (Scribner's). 
Dewey: How We Think (Heath). 
Darvis: Vocational and Moral Guidance (Ginn) 1914. 
Lee: Play in Education (Macmillan) 1915. 



Admtsaum to Iltp Unnwratty 

GENERAL STATEMENT. 

Aii applicant for admission to any of the colleges 
or schools of the University must be at least sixteen 
years of age. 

Women are admitted to all departments under 
the same conditions as and on absolute equality 
with men. 

Students may be admitted at any time during the 
University year, but should enter, if possible, at the 
beginning of a semester. Students can seldom enter 
the School of Applied Science to advantage except 
at the opening of the college year. 

Students who register after the time appointed 
for this purpose must pay the late registration fee 
and the amount of credit given in each course for 
which they register will be diminished in propor- 
tion to the lateness of their entrance. 

ENTRANCE REQUIREMENTS. 

The requirements for admission are stated in 
terms of units. The term "unit" means the com- 
pletion of a course of study consisting of five recita- 
tion periods of at least forty minutes each per week 
during at least thirty-six weeks. A laboratory pe : 
riod or other practice work should extend over at 
least two consecutive recitation periods and is con- 
sidered the equivalent of one recitation. 

Fifteen units are required for admission to any 



2g2 Bulletin University of New Mexico (Ed. Series 

College or School of the University, some of which 
are prescribed and the remainder elective. The va- 
riation existing between the prescribed subjects and 
those that may be offered as electives is shown in 
the following exhibit, in which list A in every case 
is prescribed, and the remainder of the fifteen units 
required for entrance may be elected from lists B 
and C in the amounts indicated. 

TOR ADMISSION TO THE COLLEGE OF LETTERS AND 
SCIENCE, THE SCHOOLS OF FINE ARTS, COM- 
MERCE, AND LATIN-AMERICAN AFFAIRS. 

LIST A. 

English, 3 units. 

History and Social Science, 1 unit. 

Foreign Language (in one language), 2 units. 

Algebra, 1 unit. 

Plane Geometry, 1 unit. 

Laboratory Science, 1 unit. 

Total prescribed, 9 units. 

From List B (see below), 2-6 units. 

From List C (see below) , y>-4: units. 

Total, to make, 15 units. 

FOR ADMISSION TO THE SCHOOL OF APPLIED 
SCIENCE. 

LIST A. 

English, 3 units. 

Foreign Language (in one language, preferably 
modern ) , 2 units. 
Algebra, iy 2 units. 

Geometry, Plane and Solid, iy 2 units. 
Physics, 1 unit. 



Vol. 1. No. 9. 1916) Mitchell 283 

Total prescribed, 9 units. 
From List B, 2-6 units. 
From List C, ^-4 units. 

FOR ADMISSION TO THE SCHOOL OF EDUCATION. 
LIST A. 

English, 3 units. 

Ancient History, 1 unit. 

U. S. History, V 2 unit. 

Civics, y 2 unit. 

Foreign Language (in one language j, 2 units. 

Algebra, 1 unit. 

Plane Geometry, 1 unit. 

Laboratory Science, 1 unit. 

Physiology, y 2 unit. 

Total prescribed, 10y 2 units. 

From List B, 2y 2 -&y 2 units. 

From List C, y 2 -2 units. 

Total, to make, 15 units. 

The matriculant must offer the subjects contain- 
ed in List A for admission to the Coiiege or School 
of which he expects to become a member. Under 
List C are given the minimum and maximum num- 
bers of units that are accepted from that list by 
each College or School. The remainder of the fif- 
teen units required for entrance is to be offered 
from List B. None of the subjects in List C is pre- 
scribed for entrance and if no electives are offered 
from this list, the number of units needed in addi- 
tion to List A to make a total of fifteen is to be 
taken from List B. 



28J. Bulletin University of New Mexico (Ed. Series 

ENTRANCE WITH CONDITIONS. 

Applicants for admission to the University who 
can furnish thirteen units are admitted to Fresh- 
man standing' with entrance conditions in the pre- 
scribed or elective units in which they are deficient. 
This deficiency must be removed m the first year of 
residence. 

LIST B. 

Four units is the maximum amount accepted 
from any group in this list, including the units al- 
ready offered to meet the requirements in List A, 
except the group of foreign languages, where six 
units may be accepted, including the two units re- 
quired in this group in List A. 

1. Group of English Grammar and Composi- 
tion, English and American Literature. 

2. Group of History and Social Science. 
Ancient History, y 2 -l unit. 

Medieval and Modern History, y 2 -l unit. 

English History, y 2 -l unit. 

American History, y 2 -l unit. 

Civics, y 2 unit. 

History and Civics of New Mexico, y 2 unit. 

Economics, V 2 unit. 

3. Group of Foreign Languages. 
French, 1-4 units. 

German, 1-4 units. 

Greek, 1-3 units. 

Latin, 1-1 units. 

Spanish, 1-4 units. 

Other foreign languages, 1-1 units each. 

1. Group of Mathematics. 



Vol. 1, No. 9, 1916) Mitchell 285 

Algebra to Quadratics, 1 unit. 

Algebra, complete, V/ 2 units. 

Plane Geometry, 1 unit. 

Solid Geometry, y 2 unit. 

Algebraic Theory, advanced, y 2 unit. 

Trigonometry, y 2 unit. 

Advanced Arithmetic, y 2 unit. 

5A. Group of Laboratory Sciences. 

Botany, V 2 -l unit. 

Zoology, y 2 -l unit. 

Chemistry, 1 unit. 

Physics, 1 unit. 

Physiology, y 2 unit. 

Physiology-Biology, 1 unit. 

Physical Geography, y 2 -\ unit. 

Geology, y 2 -l unit. 

5B. Group of Non-Laboratory Sciences. 

Any of the above, if given without adequate lab- 
oratory equipment and practice, and also the fol- 
lowing : 

General Science, y 2 -l unit. 

Astronomy, y 2 unit. 

Psychology, y 2 unit. 

list c. 

The maximum amount that may be offered from 
this list for entrance to the various Colleges and 
Schools of the University is indicated above, but no- 
where exceeds four units. The maximum that will 
be accepted in any one subject contained in the 
group is shown below. 

Agriculture, y 2 -2 units. 

Home Economics (Domestic Science). y 2 -S units. 



2^C, Bulletin University of New Mexico (K<1. Series 

Commercial Subjects, ^-4 units. 

Manual Training and Arts, \ 2 -2 units. 

Music. y 2 -2 units. 

( Note : — ( Ordinarily Agriculture and Home Econ- 
omics are not accepted as meeting the requirement 
of one unit in a laboratory science. It is believed, 
however, that certain courses in these subjects with 
proper equipment and adequate instruction can be 
regarded on a par with the sciences in Group 5A in 
List B. Any applicant offering Agriculture or Do- 
mestic Science (Foods and Cooking), as a labora- 
tory science should present notebook and such 
other evidence as is likely to demonstrate that the 
course pursued should be regarded as efficient as, 
say. Physics or Biology or ( Jhemistry, in developing 
accuracy and method in scientific investigation.) 

OPTIONAL SUBJECTS. 

An optional subject is any subject taken in the 
high school not included in List B or List C. A 
maximum of one unit in optional subjects may be 
accepted, subject to the nature and quality of the 
work done, but not with four units from List C. 



Itarrtpttmt of iwbjrrts Hoklj ilay Be Armottpo 
atto Arr?ptrb for AonttBBton 

The Faculty of the University are of the opinion 
that the four years of the high school and the four 
years of the college should so fit into each other and 
complete each other that at the time of graduation 
from college the student will have received a broad 
foundation in several branches of study and con- 
siderable special and intensive training in the de- 
partment in which he shows the greatest capability. 
To this end the Faculty have arranged the various 
subjects into groups according to the relationship 
which exists between the several subjects. By the 
time graduation time is reached, taking into consid- 
eration the high school course as well as the college 
course, the student will have become acquainted 
with some of the subjects in each of several groups. 
When a student has neglected any one of the 
more important groups, he is compelled to take 
more work in that group in his college course. And 
vice versa when he has taken a large amount of 
work in any of the more important groups in his 
high school course, his graduation requirements in 
that group are diminished. This principle applies 
particularly to the groups of foreign language, and 
the natural sciences. High school and college sub- 
jects are accordingly arranged into groups as fol- 
lows: 

English. 



2gg Bulletin University of New Mexico (Ed. Series 

History and Social Science. 

Foreign Languages. 

Mathematics. 

Psychology and Philosophy. 

Natural Sciences. 

Vocational and Industrial Subjects. 

The University catalog under Requirements for 
Graduation from the College of Letters and Science 
should be consulted for detailed information as to 
the requirements in foreign language and sciences. 
In order to profit by the exemptions allowed in for- 
eign languages, it should be noted that six units 
should be offered. It also often happens that a 
student can include two laboratory sciences in his 
high school course and by so doing obtain exemp- 
tion from a part of the requirement in science after 
he reaches the University. 

DESCRIPTION OF COURSES 

In this section an attempt is made to furnish a 
description of all courses that may find place in the 
high school curriculum, to set up the goal to be 
reached in each course, to give a list of textbooks 
suitable for each course and the equipment needed 
for the successful teaching of each course wher- 
ever the course involves necessary laboratory or 
practice work, 

I. 
GROUP OF ENGLISH LANGUAGE, COM- 
POSITION, AND LITERATURE. 

( Furnished by Professor Proctor F. Sherwin. ) 
Three units prescribed, one additional elective. 



Vol. 1, No. 9, 1916) Mitchell 289 

It is recommended that three years of the high- 
school course in English conform to the following- 
standard. This amount of work, if of satisfactory 
quality, will be accepted as fulfilling the prescribed 
requirement of three units in English. 

UNIFORM COLLEGE ENTRANCE REQUIREMENTS IN 
ENGLISH. 

The study of English in school has two main ob- 
jects : (1) command of correct and clear English, 
spoken and written : ( 2 i ability to read with accu- 
racy, intelligence, and appreciation. 

GRAMMAR AND COMPOSITION. 

The first object requires instruction in grammar 
and composition. English grammar should be 
reviewed in the secondary school : and correct spell- 
ing and grammatical accuracy should be rigorous- 
ly exacted in connection Avith all written work dur- 
ing the four years. The principles of English 
composition governing punctuation, the use of 
words, sentences, and paragraphs should be thor- 
oughly mastered : and practice in composition, oral 
as well as written, should extend throughout the 
secondary school period. Written exercises may 
Avell comprise letter-writing, narration, description, 
and easy exposition and argument. It is advisable 
that subjects for this work be taken from the stu- 
dent's personal experience, general knowledge, and 
studies other than English, as well as from his 
reading in literature. Finally, special instruction 
in language and composition should be accom- 
panied by concerted effort of teachers in all branch- 



290 Bulletin University of New Mexico (Ed. Series 

es to cultivate in the student The habit of using good 
English in his recitations and various exercises. 
whether oral or written. 

LITERATURE. 

The second object is sought by means of two lists 
of books, headed respectively Beading and Study, 
from which may be framed a progressive course in 
literature covering three or four years. In connec- 
tion with both lists, the student should be trained in 
reading aloud and be encouraged to commit to mem- 
ory some of the more notable passages both in verse 
and in prose. As an aid to literary appreciation, he 
is further advised to acquaint himself with the most 
important facts in the lives of the authors whose 
works he reads and with their place in literary his- 
tory. 

A. BLADING. 

The aim of this course is to foster in the student 
the habit of intelligent reading and to develop a 
taste for good literature, by giving him a first-hand 
knowledge of some of its best specimens. He should 
read the books carefully, but his attention should 
not be so fixed upon details that he fails to appre- 
ciate the main purpose and charm of what he reads. 

With a view to large freedom of choice, the books 
provided for reading are arranged in the following 
groups, from each of which at least two selections 
are to be made, except as otherwise provided under 
Group I. 

Group I — Classics in Translation 
The Old Testament, comprising at least the chief narrative 
episodes in Genesis. Exodus. Joshua. Judges. Samuel, Kings, and 



Vol. 1, No. 9, 1916) Mitchell 291 

Daniel, together with the books Ruth and Esther. 

The Odyssey, with the omission, if desired, of Books I, II, HI, 
IV, V, XV, XVI, XVII. 

The Iliad, with the omission, if desired, of Books XI, Xm, 

xiv, xv, xvn, xxi. 

The Aeneid. 

The Odessey, Iliad, and Aeneid should be read in English 
translations of recognized literary excellence. 

For any selection from this group a selection from any other 
group may be substituted. 

Group II — Shakespeare 

Midsummer-Night's Dream, Richard II, 

Merchant of Venice, Richard III, 

As You Like It, Henry V, 

Twelfth Night, Coriolanus, 

The Tempest, Julius Caesar, ) If not chosen 

Romeo and Juliet, Macbeth, > for study 

King John, Hamlet, i under B. 

' Group III — Prose Fiction 

Malory: Morte d 'Arthur (about 100 pages). 

Bunyan: Pilgrim's Progress, Part I. 

Swift: Gulliver's Travels (voyages to Lilliput and to Brob- 

dingnag) . 
Defoe: Robinson Crusoe, Part I. 
Goldsmith: Vicar of Wakefield. 
Frances Burney: Evelina. 
Scott's Novels: any one. 
Jane Austen's Novels: any one. 

Maria Edgeworth: Castle Rackrent, or The Absentee. 
Dickens' Novels: any one. 
Thackeray's Novels: any one. 
George Eliot's Novels: any one. 
Mrs. Gaskell: Cranford. 

Kingsley: Westward Ho! or Hereward, the Wake. 
Reade: The Cloister and the Hearth. 
Blackmore: Lorna Doone. 
Hughes: Tom Brown's School Days. 
Stevenson: Treasure Island, or Kidnapped, or Master of Bal- 



oqo Bulletin University) of New Mexico (Ed- Series 

lantrae. 

Cooper's Novels: any one. 

Poe: Selected Tales. 

Hawthorne: The House of the Seven Gables, or Twice Told 
Tales, or Mosses from an Old Manse. 

A collection of Short Stories by various standard writers. 

Group IV — Essays, Biography, Etc. 

Addison and Steele: The Sir Eoger de Coverley Papers, or 
Selections from the Tatler and Spectator (about 200 pages). 

Boswell: Selections from the Life of Johnson (about 200 
pages). 

Franklin : Autobiography. 

Irving: Selections from the Sketch Book (about 200 pages), 
or Life of Goldsmith. 

Southey: Life of Nelson. 

Lamb: Selections from the Essays of Elia (about 100 pages). 

Lockhart: Selections from the Life of Scott (about 200 pages). 

Thackeray: Lectures on Swift, Addison, and Steele in the 
English Humorists. 

Macaulay: Any one of the following essays: Lord Clive, 
Warren Hastings, Milton, Addison, Goldsmith, Frederick the 
Great, Madam d 'Arblay. 

Trevelyan: Selections from the Life of Macaulay (about 200 
pages). 

Ruskin: Sesame and Lilies, 9r Selections (about 150 pages). 

Dana: Two Years Before the Mast. 

Lincoln: Selections, including at least the two Inaugurals, 
the Speeches in Independence Hall and at Gettysburg, the Last 
Public Address, the Letter to Horace Greeley; together with a 
brief memoir or estimate of Lincoln. 

Parkman: The Oregon Trail. 

Thoreau: Walden. 

Lowell: Selected Essays (about 150 pages). 

Holmes: The Autocrat of the Breakfast Table. 

Stevenson: An Inland Voyage and Travels with a Donkey. 

Huxley: Autobiography and selections from Lay Sermons, in- 



Vol. 1, No. 9, 1916) Mitchell 293 

eluding the addresses on Improving Natural Knowledge, A Lib- 
eral Education, and A Piece of Chalk. 

A collection of Essays by Bacon, Lamb, De Quincey, Hazlitt, 
Emerson, and later writers. 

A collection of Letters by various standard writers. 

Group V — Poetry 

Palgrave: Golden Treasury (First Series): Books II and HI, 
with special attention to Dryden, Collins, Gray, Cowper, and 
Burns. 

Palgrave: Golden Treasury (First Series), Book IV, with spe- 
cial attention to Wordsworth, Keats, and Shelley (if not chosen 
for study under B). 

Goldsmith: The Traveller and The Deserted Village. 

Pope: The Eape of the Lock. 

A collection of English and Scottish Ballads, as, for example, 
some Eobin Hood ballads, The Battle of Otterburn, King Est- 
mere, Young Beichan, Bewick and Grahame, Sir Patrick Spens, 
and a selection from later ballads. 

Coleridge: The Ancient Mariner, Christabel, and Kubla Khan. 

Byron: Childe Harold, Canto III or IV, and The Prisoner of 
Chillon. 

Scott: The Lady of the Lake, or Marmion. 

Macaulay: The Lays of Ancient Eome, The Battle of Naseby, 
The Armada, Ivry. 

Tennyson: The Princess, or Gareth and Lynette, Lancelot and 
Elaine, and The Passing of Arthur. 

Browning: Cavalier Tunes, The Lost Leader, How They 
Brought the Good News from Ghent to Aix, Home Thoughts 
from Abroad, Home Thoughts from the Sea, Incident of the 
French Camp, Herve Eiel, Pheidippides, My Last Duchess, Up at 
a Villa— Down in the City, The Italian in England, The Patriot, 
The Pied Piper, ' ' De Gustibus— ' ', Instans Tyrannus. 

Arnold: Sohrab and Eustum, and the Forsaken Merman. 

Selections from American Poetry, with special attention to 
Poe, Lowell, Longfellow, and Whittier. 



OQl Bulletin University of New Mexico (Ed. Series 

B. STUDY. 
This part of the requirement is intended as a nat- 
ural and logical continuation of the student's 
earlier reading, with greater stress laid upon form 
and style, the exact meaning of words and phrases, 
and the understanding of allusions. The books 
provided for study are arranged in four groups, 
from each of which one selection is to be made. 

Group I — Drama 

Shakespeare: Julius Caesar, Macbeth, Hamlet. 
Group II — Poetry 

Milton: L 'Allegro, II Penseroso, and either Comus or Lycidas. 

Tennyson: The Coming of Arthur, The Holy Grail, and The 
Passing of Arthur. 

The selections of Wordsworth, Keats, and Shelley in Book 
IV of Palgrave's Golden Treasury (First Series). 

Group III — Oratory 

Burke: Speech on Conciliation with America. 

Macaulay: Two Speeches on Copyright; and Lincoln: Speech 
at Cooper Union. 

Washington: Farewell Address; and Webster: First Bunker 
Hill Oration. 

Group IV — Essays 
Carlyle: Essay on Burns, with a selection from Burns' Poems. 
Macaulay: Life of Johnson. 
Emerson: Essay on Manners. 

EXAMINATIONS. 

However accurate in subject-matter, no paper 
should be considered satisfactory if seriously de- 
fective in punctuation, spelling, or other essentials 
of good usage. 



Vol. 1, No. 9, 1916) Mitchell 295 

In grammar and composition, the student should 
be asked specific questions upon the practical es- 
sentials of these studies, such as the relation of , the 
various parts of a sentence to one another, the con- 
struction of individual words in a sentence of rea- 
sonable difficulty, and those good usages of modern 
English which one should know in distinction from 
current errors. The main test in composition 
should consist of one or more essays, developing a 
theme through several paragraphs ; the subjects 
should be drawn from the books read, from the 
student's other studies, and from his personal 
knowledge and experience quite apart from read- 
ing. For this purpose the examiner should provide 
several subjects, perhaps eight or ten, from which 
the student may make his own selections. He 
should not be expected to write more than four hun- 
dred words per hour. 

The examination in literature should include : 

A. General questions designed to test such a knowledge and 
appreciation of literature as may be gained by fulfilling the re- 
quirements defined under A. BEADING, above. 

B. A test on the books prescribed for study, which should 
consist of questions upon their content, form, and structure, 
and upon the meaning of such words, phrases, and allusions as 
may be necessary to an understanding of the works and an ap- 
preciation of their salient qualities of style. General questions 
may also be asked concerning the lives of authors, their other 
works, and the periods of literary history to which they belong. 

It is recommended that the Grammar and Com- 
position represent one-half and the Literature the 
other half of these three years' work. The Gram- 
mar and Composition should predominate in the 



29C Bulletin University of New Mexico (Ed. Series 

first year and receive attention on three days a 
week. In the second year, the available time should 
be distributed equally between Composition and 
Literature, and in the third year, the Literature 
should occupy three days a week. 

The work outlined above is suggested for a three 
years' course in English in high schools. It will be 
accepted by the University as meeting the prescrib- 
ed entrance requirement of three units in English. 

An additional full year's study, which should 
consist of one period of Composition and four pe- 
riods given to the study of either American or Eng- 
lish literature taught as a systematic historical sur- 
vey with textbook and supplementary readings, 
may be offered as a fourth unit in English. 

REFERENCE LIBRARY IN ENGLISH 
A. English Language. 

Dictionaries: 

New English Dictionary on Historical Principles (Oxford 
University Press). 

New Standard Dictionary (Funk and Wagnalls). 

Skeat: Concise Etymological Dictionary of the English Lan- 
guage (Am. Bk.) 

Webster's New International Dictionary (G. & C. Merriam 
and Co.) 
Grammar: 

Kittredge and Farley: Advanced English Grammar (Ginn). 

Scott and Buck: Brief English Grammar (Scott, Foresman). 
Reference: 

Emerson: History of the English Language, $1.25 (Macmillan). 

Fernald: Connectives of English Speech, $1.50 (Funk & 
Wagnalls). 

Fernald: English Synonyms and Antonyms, $1.50 (Funk & 
Wagnalls). 



Vol. 1. No. 9, 1916) Mitchell 09- 

Greenough and Kittredge: Words and Their Ways in Eng- 
lish Speech, $1.10 (Macmillan). 

Peile: Philology, $0.40 (Am. Bk. Co.) 

Weekley: The Romance of Names, $1.25 (Dutton). 

Weekley: The Romance of Words, $1.25 (Dutton). 
B. Rhetoric. 
Oral and Written Composition: 

Baldwin: College Manual of Rhetoric, $1.60 (Longmans). 

Baldwin: Composition, Oral and Written, $1.25 (Longmans). 

Baldwin: How to Write, $0.50 (Macmillan). 

Baldwin: Writing and Speaking (Longmans). 

Briggs and McKinney: First Book of Composition for High 
Schools, $0.90 (Ginn). 

Buehler: Practical Exercises in English, $0.50 (Am. Bk. Co.). 

Carpenter: Elements of Rhetoric and English Composition, 
$1.00 (Macmillan). 

Hitchcock: New Practice Book in English Composition, $1.10 
(Holt). 

Leonard and Fuess: High School Spelling Book, (Am. Bk. Co.) 

Linn: Essentials of English Composition, $1.00 (Scribners). 

Lomer and Ashmun: Study and Practice of Writing English, 
$1.10 (Houghton). 

Manly and Powell: Manual for Writers, $1.00 (University of 
Chicago Press). 

Shurter: Extempore Speaking, $0.90 (Ginn). 

Slater: Freshman Rhetoric, $1.00 (Heath). 

Utter: Guide to Good English, $1.20 (Harper). 

Winans: Public Speaking, Principles and Practice, $1.50 (Cen- 
tury). 
Forms of Composition: 

Scott and Zeitlin: College Readings in English Prose, $1.25 
( Macmillan |. 

Jelliffe: Handbook of Exposition, $0.90 (Macmillan). 

Knapp and French: Speech for Special Occasions, $1.10 (Mac- 
millan). 

Baker: Forms of Public Address, $1.00 (Holt). 



298 



Bulletin University of New Mexico (Ed. Series 



Baker and Huntington: Principles of Argumentation, $1.50 

(Ginn). 
Gardiner: The Making of Arguments, $1.00 (Ginn). 
Esenwein and Chambers: Art of Story-Writing, $1.25 (Home 

Correspondence School). 
Albright: The Short Story, Its Principles and Structure, 

$0.90 (Macmillan). 
Hyde: Newspaper Eeporting and Correspondence, $1.50 (Ap- 

pleton). 
Davis and Lingham: Business English and Correspondence, 

$1.00 (Ginn). 

Theory : 

Cooper: Theories of Style, $1.10 (Macmillan). 

Smith: Mechanism of English Style, $1.00 (Oxford U. Press). 

Welldon: Ehetoric of Aristotle (Macmillan). 

Wendell: English Composition, $1.50 (Scribners). 

C. English and American Literature 

Anthologies: 

Manly: English Poetry, $1.50 (Ginn). 

Manly: English Prose, $1.50 (Ginn). 

Ward: English Poets, 4 volumes, $4.00 (Macmillan). 

Craik: English Prose, 5 volumes, $5.50 (Macmillan). 

Calhoun and MacAlarney: Eeadings from American Litera- 
ture, $1.40 (Ginn). 

Page: Chief American Poets, $1.75 (Houghton). 

Weston: Chief Middle English Poets, $2.00 (Houghton). 

Nealson and Webster: Chief British Poets of the XlVth and 
XVth Centuries, $2.50 (Houghton). 

Lynn: Collection of XVIIIth Century Prose, $1.10 (Mac- 
millan). 

Alden: Eeadings in English Prose of the XVIIIth Century, 
$2.25 (Houghton). 

Page: British Poets of the XlXth Century, $2.00 (Sanborn). 

Stedman: American Anthology, $3.00 (Houghton). 

Stedman: Victorian Anthology, $2.50 (Houghton). 



Vol. 1, No. 9, 1916) Mitchell 299 

History: 

Pancoast: Introduction to English Literature, $1.35 (Holt). 

Pancoast: Introduction to American Literature, $1.12 (Holt). 

Long: English Literature, $1.35 (Ginn). 

Long: American Literature, $1.35 (Ginn). 

Greenlaw: Syllabus of English Literature, $1.35 (Sanborn). 

Eyland: Chronological Outlines of English Literature, $1.50 
(Macmillan). 

"Whitcomb: Chronological Outlines of American Literature, 
$1.50 (Macmillan). 

Cairns: History of American Literature, $1.25 (Oxford U. 
Press). 

Baldwin: Introduction to English Medieval Literature, 
$1.25 (Longmans). 

Gosse: History of XVIIIth Century Literature, $1.50 (Mac- 
millan). 

Herford: Age of Wordsworth, $1.00 (Macmillan). 

Stedman: Victorian Poets, $2.25 (Houghton). 

Stedman: Poets of America, $2.25 (Houghton). 

Pattee: History of American Literature since 1870, $2.00 
(Century). 

Types: 

Courthope: History of English Poetry, 6 volumes, $18.00 
((Macmillan). 

Minto: Manual of English Prose Literature, $1.50 (Ginn). 

Gummere: Oldest English Epic, $1.10 (Macmillan). 

Sargent and Kittredge: English and Scottish Popular Bal- 
lads, $3.00 (Houghton). 

Mead: Selections from Malory's Morte Darthur, $0.80 
(Ginn). 

Sommer: Malory's Morte Darthur (Text), $2.00 (Nutt, 
London). 

Schelling: English Drama, $1.50 (Dutton). 

Tatlock and MacKaye: Principal English Plays (Century). 

Manly: Specimens of Pre-Shakespearean Drama, 2 vols., 
$2.50 (Ginn). 



;>(j(j Bulletin University of New Mexico (Ed. Series 

Neilson: Chief Elizabethan Dramatists, $2.75 (Houghton). 

Fulton and Trueblood: British and American Eloquence, 
$1.25 (Ginn). 

Harding-: Select Orations (American), $1.25 (Macmillan). 

Bryan and Crane: English Familiar Essay (Ginn). 

Canby: study of the Short-Story, $1.00 (Holt). 

Cross: Development of the English Novel, $1.50 (Mac-. 
millan). 

Hopkins and Hughes: English Novel Before the XlXth Cen- 
tury, $1.60 (Ginn). 

Bible: 

Moulton: Modern Reader's Bible, $2.00 (Macmillan). 
Moultou: Short Introduction to the Literature of the Bible, 
$1.00 (Heath).' 

Individual Authors: 

In general, the following are recommended, in the order given, 
as the best standard editions of the poets: 

Oxford Editions of Standard Authors, Oxford University 
Press, $0.50 each; The Cambridge Poets, Houghton, Mif- 
flin Co., $1.50 and $2.25 each; and New Globe. Poets, 
Macmillan Co., $1.75 each. 

Kittredge: Chaucer and His Poetry, $1.25 (Harvard Univer- 
sity Press). 

Dowden: shakspere, $0.35 (Am. Bk.). 

Sneath: Wordsworth — Poet of Nature and Poet of Man, 
$2.00 (Ginn). 

Van Dyke: Poetry of Tennyson, $2.00 (Scribner's). 

Corson: Introduction to Browning, $1.00 (Heath). 

D. Introductory, Pedagogical, Bibliographical Reference. 

Ballou: Scales for the Measurement of English Composition, 

$0.50 (Harvard University Press). 
Bartlett: Familiar Quotations (Little). 
Bradish: Old Norse Stories, $0.45 (Am. Bk.). 



Vol. 1, No. 9, 1916) Mitchell 301 

Brown: How the French Boy Learns to Write, $1.25 (Har- 
vard University Press). 

Chubb: Teaching of English, $1.00 (Macmillan). 

Cooper: Aristotle on the Art of Poetry, $0.80 (Ginn). 

Cooper: Methods and Aims in the Study of Literature, $1.20 
(Ginn). 

Corson: Aims of Literary Study, $0.75 (Macmillan). 

Corson: Primer of English Verse, $1.00 (Ginn). 

Gayley: Classic Myths in English Literature and in Art, 
$1.50 (Ginn). 

Guerber: Myths of Greece and Rome, $1.50 (Am. Bk.). 

Winchester: Five Short Courses of Reading, $0.50 (Ginn). 

Winchester: Some Principles of Literary Criticism, $1.50 
(Macmillan). 

E. Parliamentary Law. 
Gaines: New dishing 's Manual of Parliamentary Law and 

Practice, $0.75 (Dutton). 
Robert: Rules of Order Revised, $1.00 (Scott, Foresman). 
Three Charts for Parliamentary Law, $5.00 (U. S. Printing 

and Litho. Co., Erie, Pa.). 

P. Periodicals for Teachers. 
The Dial, $2.00 (Shepard, Chicago). 
English Journal, $2.50 (University of Chicago Press). 
Quarterly Journal of Public Speaking. 

II. 

GROUP OF HISTORY AND SOCIAL SCIENCE. 

Two units from this group are required for 
entrance to the School of Education, namely, An- 
cient History, 1 unit: XL S. History, y 2 unit, and 
Civics, V 2 unit. There is no requirement in this 
group for entrance to the School of Applied Sci- 
ence. The other Colleges and Schools of the Uni- 



QQ2 Bulletin University of New Mexico (Ed. Series 

versity require one unit from this group for en- 
trance. 

1. HISTORY. 

(Furnished by Professor Roscoe R. Hill) 
Where only one year's work is offered in History, 
this course should be Ancient History. The second 
course offered should be American History, which 
may occupy the whole year or merely one half of the 
year. The third year offered in History should be 
English History and when a fourth course is offer- 
ed, it should be Medieval and Modern History. 
When four full years in History are offered, the or- 
der should be : Ancient, Medieval and Modern, Eng- 
lish, American. It is thus seen that when two years 
of History are given in a high school, the recom- 
mendation is that Ancient History be placed in the 
first or second year of the curriculum and Ameri- 
can History have a place in the fourth year. The 
last year's work can very well be divided between 
American History and Civics. 

From one to four units may be offered in History 
but it is recommended that not more than three 
full years' work be offered in History in high 
schools. The work should cover some standard 
textbook together with a book of readings. Map 
work should be carried on throughout each course. 
The McKinley Outline Topics are recommended as 
providing excellent map work, as well as giving out- 
lines, references, illustrations, and additional 
source materials for collateral reading. 

The following textbooks and source books are in- 



Vol. 1, No. 9, 1916) Mitchell 303 

dicated as examples of the amount and character of 
the material for each unit : 

1. Ancient History. 

Botsford: History of the Ancient World (Macmillan). 
West: The Ancient World (Allyn and Bacon). 
Wolf son: Essentials of Ancient History (Am. Bk. Co.). 
G. W. and L. S. Botsford: Source Book of Ancient History 
(Macmillan). 

2. Medieval and Modern History. 
West: The Modern World (Allyn and Bacon). 
Harding: Essentials in Medieval and Modern History (Am. 

Bk. Co.). 
Bobinson: Beadings in European History, Abridged Edition 

(Am. Bk. Co.). 
Ogg: Source Book of Medieval History (Am. Bk. Co.). 

3. English History. 
Cheyney: Short History of England (Ginn and Co.). 
Andrews: History of England (Allyn and Bacon). 
Walker: Essentials of English History (Am. Bk. Co.). 
Cheyney: Beadings in English History (Ginn and Co.). 
Tuell and Hatch: Selected Beadings in English History 
(Ginn and Co.). 

4. American History. 
Muzzey: American History (Ginn and Co.). 
Montgomery: Students' American History (Ginn and Co.). 
Muzzey : Beadings in American History (Ginn and Co.). 
James: Beadings in American History (Scribners). 
Hart: Source Book of American History (Macmillan). 

2. SOCIAL SCIENCE. 

(Furnished by Professor Clarence E. Bonnett.) 

Civics. 
This course must not be confined to the study of 



304 Bulletin University of New Mexico (Ed. Series 

the form of our government, but must investigate 
the functions that it performs and the manner in 
which it functions. Only modern texts should be 
used. Among the best of these are: Beard and 
Beard's American Citizenship (for first-year 
courses), Garner's Government in the United 
States, and Guitteau's Government and Politics in 
the U. S. A copy of Macy and Gannaway's Com- 
parative Free Government should be accessible to 
students. 

Economics. 

Acceptable work in this subject necessitates the 
use of a modern text like Johnson's Introduction to 
Economics, or Burch and hearing's Economics, 
one of which must be mastered. Reference books 
should be available to the students. 

REFERENCE BOOKS FOR THE HIGH SCHOOL LIBRARY. 

After a text has been chosen, copies of other texts 
suggested below should be available for the pupils. 
The following are recommended, in the order given : 

Civics : 

Macy and Gannaway: Comparative Free Government, $2.25 
(Macmillan). 

Beard: American Government and Politics, $2.10 (Mac- 
millan). 

Young: The New American Government and Its Work, 
$2.25 (Macmillan). 

Holt: Introduction to the Study of Government, $2.00 (Mac- 
millan). 

Hart: Actual Government, $2.25 (Longmans). 

Ashley: American Government, $1.00 (Macmillan). 

Bryce: American Commonwealth, Abridged Edition, $1.75 
(Macmillan). 



Vol. 1, No. 9, 1916) Mitchell 305 

Wilcox: Government by All the People, $1.50 (Macmillan). 

Eay: Introduction to Political Parties and Practical Pol- 
itics, $1.50 (Seribners). 

Jones: Readings on Parties and Elections in U. S., $1.60 
(Macmillan). 

Howe: Modern City and Its Problems, $1.50 (Seribners). 

Weyl: The New Democracy, $2.00 (Macmillan). 

Leacock: Elements of Political Science, $1.75 (Houghton). 

Garner: Introduction to Political Science, $2.50 (Am. Bk. 
Co.). 

Gettell: Problems in Political Evolution, $2.00 (Ginn). 

Fuller: Government by the People, $1.00 (Macmillan). 

Bradford: Commission Government in American Cities, $1.25 
(Macmillan). 

Beard: Readings in American Government and Politics, 
$1.90 (Macmillan). 

Dealey: Development of the State, $1.50 (Silver, Burdette 
& Co.). 

Goodnow: Politics and Administration in U. S., $1.50 (Mac- 
millan). 

Economics: 

Ely: Outlines of Economics, 1916 Edition, $2.00 (Macmillan). 

Day and Davis: Questions on the Principles of Economics, 
$0.50 (Macmillan). 

Hamilton: Current Economic Problems, $2.75 (University of 
Chicago Press). 

Fetter: Economics, Volumes I and II, $1.75 each (Century). 

Seligman: Principles of Economics, $2.50 (Longmans). 

Seager: Principles of Economics, $2.25 (Holt). 

Coman: Industrial History of the U. S., $1.60 (Macmillan). 

Taussig: Principles of Economics, $4.00 (Macmillan). 

Brisco: Economics of Business, $1.50 (Macmillan). 

Marshall, Field and Wright: Material for the Study of Ele- 
mentary Economics, $2.75 (University of Chicago Press). 

Bullock: Selected Readings in Economics, $2.25 (Ginn). 



30(5 Bulletin University of New Mexico (Ed. Series 

Adams and Sumner: Labor Problems, $1.60 (Macmillan). 

Carlton: History and Problems of Organized Labor, ,$2.00 
(Heath). 

Plehn: Introduction to Public Finance, $1.75 (Macmillan). 

Carver: Principles of Eural Economics, $1.35 (Ginn). 

Haney: Business Organization and Combination, $2.00 (Mac- 
millan) . 

Bullock: Introduction to the Study of Economics, $1.28 
(Silver). 

Bogart: Economic History of the U. S., $1.75 (Longmans). 

Van Hise: Concentration and Control, $2.00 (Macmillan). 

Holdsworth: Money and Banking, $2.00 (Appleton). 

III. 

GKOUP OF FOREIGN LANGUAGES. 
Two units of foreign language in one language 
are required for entrance to all colleges and 
schools of the University, and in the case of the 
School of Applied Science the offering should be 
modern language. Six units is the maximum 
amount that is accepted in foreign languages and 
when an applicant offers six units as entrance to 
the College of Letters and Science, the amount of 
foreign language required for graduation from this 
College is reduced. Foreign students, who do not 
intend to pursue the study of English in the Uni- 
versity, may offer their native language and lit- 
erature in lieu of the entrance requirement in Eng- 
lish, if equivalent in quality and amount, and in 
case this is done, they are required to offer English 
as their foreign language. Foreign languages not 
listed below may be offered as meeting the require- 



Vol. 1, No. 9, 1916) Mitchell 307 

meiit in foreign language for entrance, but indi- 
vidual cases are judged on tlieir own merits. 

1. French, 1-4 units. (Furnished by Professor 
J. F. Nelson. ) 

First Year's Work — Elementary grammar, with 
the more common irregular verbs. Careful train- 
ing in pronunciation. About 100 pages of easy 
prose should be read. 

Second Year's Work — Advanced grammar, with 
all the irregular verbs. Elementary composition 
and conversation. About 300 pages of standard 
authors should be read. 

Third Year's Work — Intermediate composition 
and conversation. About 500 pages of standard 
authors should be read, including a few classics. 

Fourth Year's Work — Advanced composition 
and conversation. Standard modern and classical 
authors should be read and studied to the amount 
of 700 pages. 

( Note — It is not recommended that French be of- 
fered in New Mexico high schools for the present. ) 

TEXT AND REFERENCE BOOKS: 

Grammar: 
Fraser and Squair: Shorter French Course (Heath). 
Thieme and Ef finger: A French Grammar (Macmillan). 

Composition : 
Comfort: French Composition (Heath). 
Francois: French Composition (Am. Book Co.). 
Talbot: French Composition (Sanborn). 

Readers: 
Halevy: L'Abbe Constantin (Heath). 
Merimee: Colomba (Heath). 



3()8 Bulletin University of Nev> Mexico (Ed. Series 

La Brete: Mon Oncle et Mon Cure. 
Laurie: Memories d'un Collegien (Heath). 
Talbot: Le Franeais et sa Patrie (Sanborn). 

Dictionaries: 
Heath 's French-English Dictionary. 
Lauson: Histoire de la Literature Francaise. 

2. German, 1-4 units. (Furnished by Professor 
J. F. Nelson.) 

It is recommended that pupils be trained to un- 
derstand spoken German and to reproduce freely, 
in writing and orally, what has been read. What- 
ever method of teaching is used, however, a thor- 
ough knowledge of grammar is expected. Xo at- 
tempt is made in what follows to give more than a 
general outline for the work of successive years, but 
the Department of German welcomes inquiries 
from teachers who wish further suggestions in 
planning their courses. 

First Year's Work — At the end of the year pu- 
pils should be able to read intelligently and with 
accurate pronunciation simple German prose, to 
translate it into idiomatic English, and to answer in 
German easy questions on the passages read. A 
few short poems may well be memorized. Element- 
ary grammar should be mastered up to the subjunct- 
ive as arranged in most books for beginners. Easy 
prose composition rather than the writing of forms 
should be the test of this grammatical work. 

Second Year's Work — About 500 pages of mod- 
ern authors should be read, preference being given 
to material which has a distinctly German atmos- 
phere and which lends itself readily to conversa- 



Vol. 1, No. 9, 1916) Mitchell 309 

tional treatment in the classroom. The regular reci- 
tations should afford constant oral and written 
drill on the elementary grammar of the preceding- 
year. More importance should be attached to ac- 
curacy and facility in simple modes of expression 
than to theoretical knowledge of advanced syntax. 

Third Year's Work — Most of the time should still 
be devoted to good modern prose. There should be 
some work in advanced prose composition based on 
German models — and the daily recitation should 
continue to afford abundant oral practice. Pupils 
ought by this time to understand spoken German 
fairly well. 

Fourth Year's Work — At the end of this year a 
pupil should be able to read at sight any prose or 
verse of moderate difficulty. He should be able to 
express himself orally or in writing with consider- 
able readiness and a high degree of accuracy. It is 
recommended that Avork in composition take the 
form of free reproduction of portions of the texts 
studied rather than translations of English selec- 
tions. The reading should be divided about equal- 
ly between modern and classical authors. 

SUGGESTED TEXTBOOKS: 
FIRST YEAR— Vos: Essentials of German, or Bacon: Ger- 
man Grammar, or Spanhoofd: Lehrbuch der Deutschen 
Spraehe, complete. Reading, translation and discussion of 
about 200 pages chosen from books like; Mosker: Wilkom- 
men in Deutschland, Guerber: Maercken und Erzaelungen, 
Bacon: Im Vaterland, Holzwarth: Gruss aus Deutschland, 
and Price: Reformlesebuch. 

SECOND YEAR — Drill in speaking, reading, and writing Ger- 



QJA Bulletin University of New Mexico (Ed. Series 

man. Harris: German Composition, or Wesselhoeft: Ger- 
man Composition. For reading choice may be made from the 
following: Immensee, Gernielshausen, Hoeher als die Kirche, 
Der Neffe als Onkel, and Widenbruch: Lachendes Land. 

THIRD AND FOURTH YEARS — Composition continued, either 
as translations from English or by means of original essays 
on simple subjects. Books like the following have proved 
most popular for advanced classes in high school German: 
Wilhelm Tell, Minna von Barnhelm, Hermann und Dorothea, 
Die Jungfrau von Orleans, Maria Stuart, and Die Jour- 
nalisten. 

REFERENCE LIBRARY FOR HIGH SCHOOLS: 

Adler: A German Dictionary (Appleton). 

Heath: German Dictionary (Heath). 

Francke: History of German Literature (Henry Holt). 

Coar: Studies in German Literature in the 19th Century 

(Macmillan). 
Kluge: Deutsche Nationalliteratur (American Book Co.). 
Keller: Bilder a us der Deutschen Literatur (American 

Book Co.). 
Bernhardt: Geschichte der Deutschen Literatur (American 

Book Co.). 
Heller: Studies in Modern German Literature (Heath and 

Co.). 

3. Greek, 1-3 units. (Furnished by Professor 
L. B. Mitchell.) 

First Year's Work — The exercises in any of the 
beginning books such as Benner and Smyth, White, 
Burgess, Gleason and Atherton, &c, and one book 
of the Anabasis or its equivalent. 

Second Year's Work — Two additional books of 
the Anabasis intensively studied and one book at 
sight, and three books of Homer's Iliad or their 



Vol. 1, No. 9, 191(5) Mitchell 311 

equivalents, together with grammar and prose com- 
position equal to one exercise a week for one year. 

Third Year's Work — Three additional books of 
the Iliad and books VI and VII of Herodotus, or an 
equivalent from other authors, together with com- 
position and grammar one day a week . 

(Note — It is recommended that Greek be not of- 
fered for the present by New Mexico high schools. 
The small number of candidates who present them- 
selves for Greek does not justify the expense of in- 
struction. Students who want Greek are advised to 
wait until they reach the University where they can 
complete the work much more rapidly. ) 

( Note — See under Latin for a list of teacher's ac- 
cessories, such as maps, charts, pictures, lantern 
slides, plaster casts, &c. ) 

4. Latin, 1-4 units. (Furnished by Professor L. 
B. Mitchell.) 

The Latin Department recommends the course of 
study reported by the Commission on College En- 
trance Kequirements in Latin, which is as follows : 
(a) In grammar and prose composition a knowl- 
edge of forms and syntax should be acquired suf- 
ficient for writing simple Latin prose, (b) In read- 
ing the amount shall not be less than Caesar, Gallic 
War, I-IV; Cicero, six orations, and Vergil, Aeneid 
I-VI, and should be chosen from Caesar ( complete ) , 
Nepos, Cicero (Orations, Letters, and De Senec- 
tute), Sallnst, Ovid, and Vergil (complete), (c) 
Out of the above, the following reading is required : 
Cicero's Manilian Law and Archias and the Aeneid 
I, II and either IV or VI. (d) Sight translation 



312 Bulletin University of New Mexico (Ed. Series 

shall be performed of prose and verse of such dif- 
ficulty as the scope of the above would justify. 

First Year — The ordinary beginning book, such 
as Bennett, D'Ooge, Pearson, and the like, can ad- 
vantageously be supplemented by using some read- 
er such as Scudder's Gradatim. While it is highly 
important that the pupil acquire acquaintance with 
paradigms and the simpler principles of syntax, it 
is also important that he acquire the ability to read 
Latin with facility. Since it is believed that the 
whole of the second year should not be given to 
Caesar, a beginner's book that does not offer an ex- 
clusively Caesarian vocabulary is preferred. Nut- 
ting's Primer and Latin Reader or TunstalFs Latin 
Ladder is recommended. 

Second Year — Considerable time should be spent 
in reviewing grammar and at least one period a 
week should be given to prose composition. Ben- 
nett's New Latin Composition, part I, based on 
Caesar, is recommended. The Latin read should 
represent in amount at least Books I -IV of Caesar : 
Gallic War but should be selected from the whole 
of the Gallic War, Viri Romae, Nepos, and the like. 
In Caesar, Book I, chapter 1, all of Book II, Book 
VI, chapters XI-XXIII should be read and further 
selections made from Books IV, V, particularly 
chapters XXVI-LVIII, and Book VII. Green- 
ough and Daniell : Second Year Latin (Ginn) is a 
suitable textbook for the second year, as is also 
Eolfe and Denison: Junior Latin Book. A stand- 
ard Latin Grammar should be used by the pupil 
(lining the second, third, and fourth year. 



Vol. 1, No. 9, 1916) Mitchell 313 

Third Year — At least oue period a week should 
be given to syntax and composition, some book like 
Bennett: New Latin Composition, Part II, being 
used in connection with a standard grammar. The 
amount read should be equal in amount to six ora- 
tions of Cicero and should include the orations on 
the Manilian Law and for Archias. The remainder 
may be selected from other orations and the letters 
of Cicero. The Catiline of Sallust is recommended 
as a substitution for the Catilinarian orations. 
I Sendder's edition has citations from the orations 
against Catiline at the bottom of the page.) Inas- 
much as some students drop their study of Latin at 
at the end of the third year and ordinarily read no 
poetry, a good plan is to include in the third year's 
work some of the Metamorphoses of Ovid. Gleason : 
A Term of Ovid is a good text for this purpose. 

Fourth Year's Work — The amount read should 
be equal to Books I-YI of the Aeneid of Vergil. The 
first six books may be read entire or selections 
made from the whole work. In this case Books I, 
II, IV, YI should be read and the remainder of the 
course given to selections from YII-XII including 
particularly IX, 168-469. Some Ovid or an oration 
of Cicero may be included in the course. The 
Iliad and Odyssey of Homer should be read in prose 
translation. The eleventh book of the Odyssey and 
the Divine Comedy of Dante can profitably be used 
in connection with the sixth book of the Aeneid. 

SOURCES OF EQUIPMENT: 

I. Wall Maps: 

Kiepert Classical Series (Rand-MeNally & Co.), $4.80 and up. 



314 Bulletin University of New Mexico (Ed. Series 

Johnston Classical Maps (A. J. Nystrom & Co., Chicago), 
$2.80 and up . 

II. Charts: 

Gurlitt: Six wall plates of Caesar's Bellum Gallicum (Ny- 
strom & Co., Chicago), each $2.00. 

Cybulski: Twenty colored plates, illustrating the life of the 
Greeks and Romans — weapons, war machines, soldiers, 
houses, costumes, coins, costumes, ships, etc., (Nystrom 
& Co.), $2.00-$3.50 each. 

III. Pictures: 

Perry Pictures (The Perry Co., Maiden, Mass.), $0.01 to $0.07 

each. 
Brown's Pictures (Geo. P. Brown & Co., Beverly, Mass.), 

$0.00 y 2 to $0.03 each. 
Bureau of University Travel, Boston, Mass. 
Berlin Photo Co., 305 Madison Ave., New York. 
Elson Art Publishing Co., Belmont, Mass. 
Bureau of University Travel, 136 Stuart St., Boston. 
Pictures from the above houses cost from one cent to two 

dollars each. 
Schreiber: Atlas of Classical Antiquities (Macmillan), 

$6.50. 
Art and Archaeology, bimonthly magazine (Archaeological 

Institute of America), The Octagon, Washington, D. C, 

$2.00 per year. 
European Addresses for Photographs: Alinari and Cook, 

137a Via Sistina, Rome; E. Pigatti, Via Sistina, Rome; 

Alex. Simiriottis, Athens. 

IV. Post Cards: 

German American Book Co., 625 Gratiot Ave., Detroit. 

F. A. Ackerman, Kunstverlag, Munich, Germany. 

Edv. V. Cotini, Via Chiala, Naples, Italy (Pompeian subjects). 

V. Lantern Slides: 

George R. Swain, 1230 "Woodland Ave., Ann Arbor, Mich. 



Vol 1, No. 9. 1916) Mitchell 315 

Eeeords of the Past Exploration Society, Washington, D. C. 
Arthur 8. Cooley, Lehigh University, S. Bethlehem, Pa. Slides 
for rent, $0.07 for two weeks, $0.10 for one month. 

VI. Casts: 

P. P. Caproni and Brother, Boston. Discount for schools. 

VII. Models: 

G. E. Stechert & Co., 151-155 W, 25th St., New York. Models 
for such articles as ballista, catapult, wagon, door, etc., 

$0.30 to $(3.00. 

VIII. Entertainments : 

Miller: Tun Dramatizations from Vergil (University of 
Chicago Press), $1.00. 

Code: When the Fates Decree (based on Vergil), (published 
by author), 1318 Sheridan Road, Pittsburgh, Pa. 

Paxson: Two Latin Plays (Ginn), $0.45. 

Wilson: The Vestal Virgins (a spectacular taper drill), (Ed- 
gar S. Werner & Co.), $0.15. 

HIGH SCHOOL REFERENCE LIBRARY: 

General Reference: 

Harper: Latin Dictionary (American Book Co.), $6.50. 
Smith and Hall: English-Latin Dictionary (Am. Bk.), $L00. 
Harper: Dictionary of Classical Antiquities (Am. Bk. Co.), 

$6.00. 
Classical Atlas (Ginn), $1.25, or Kieppert's Atlas (Stechert), 

$1.75. 
Any standard Latin Grammar. 

Holmes: Caesar's Gallic War (Clarendon Press), $2.90. 
Abbott: History of Roman Political Institutions (Ginn), 

$1.50. 
Johnston: Roman Private Life (Scott, Foresman Co.), $1.50. 
Johnston: Latin Manuscripts (Scott, Foresman Co.), $2.25. 
Strachan-Davidson: Life of Cicero (Putnam), $1.50. 
Boissier: Cicero and His Friends (Putnam), $1.75. 
Glover: Studies in Vergil (Arnold), $3.00. 



31(J Bulletin University of New Mexico (Ed. Series 

Guerber: Myths of Greece and Rome (Am. Bk. Co.). 
Miller: Two Dramatizations from Vergil (University of 

Chicago Press), $1.00. 
Fowler: History of Roman Literature (Appleton). 
Plainer: Topography and Monuments of Ancient Rome (Al- 

lyn and Bacon), $3.00. 
Fowler: Julius Caesar (Putnam), $1.50, or 
Froude: Caesar, A Sketch (Scribners). 
Judson: Caesar's Army (Ginn), $1.00. 
Davis: A Friend of Caesar. 

Periodicals for Teachers: 

The Classical Journal, $2.00 per year, monthly (University of 

Chicago Press). 
The Classical Weekly, $1.00 per year (Professor Charles 

Knapp, Columbia University, New York). 

5. Spanish, 1-4 units (Furnished by Associate 
Professor Josephine Parsons.) 

In Xew Mexico, more than in any other State, the 
pupil should learn to understand Spanish when 
spoken and to reproduce in Spanish, in writing and 
orally, what has been read. 

First Year: 

Grammars: 
Hills and Ford (Heath). 
Coester (Ginn). 
De Vitis (Allyn and Bacon). 
Readers (for direct method): 
Worman (Am. Bk.). 

Hall: All Spanish Method, Books I and II (World Book Co.). 
Marion and Des Garennes: Introduccion a la lengua Cas- 

tellana (Heath). 
Hills: Tales for Beginners (Heath). 



Vol. 1, No. 9, 1916) Mitchell 317 

Second Year: 

Umphrey: Spanish Prose Composition (Am. Bk.). 

Loiseaux: Spanish Prose Composition (Silver, Burdette). 

Harrison: Commercial Reader (Ginn). 

Hills and Reinhardt: Short Stories (Heath). 

Galdos: Marianela (Am. Bk.). 

Galdos: Electra (Am. Bk.). 

Alarcon: El Capitan Veneno (Heath). 

Asensi: Victoria (Heath). 

Valdez: La hermana San Sulpicio (Heath). 

Third and Fourth Years: 

Galdos: Dona Perfecta (Am. Bk.). 

Valera: Pepita Jiminez (Am. Bk.). 

Alarcon: El nino de la bolo (Am. Bk.). 

Calderon: La vida es suefio (Am. Bk.). 

LeSage: Padre Isla's Historia de Gil Bias de Santillana 

(Heath). 
Breton: Quien es ella? (Am. Bk.). 

Dictionaries: 

New Spanish Dictionary (Appleton). 
Barwick: English and Spanish Dictionary (Holtzes). 
Velasquez de la Cadena: New Pronouncing Dictionary of 
the Spanish and English Languages (Appleton). 

Reference Grammars: 

Ramsay: Textbook of Modern Spanish (Holt). 
Olmsted and Gordon: A Spanish Grammar (Holt). 

History of Spanish Literature: 

Fitz-Maurice Kelley (Appleton). 
Ticknor (Houghton, Mifflin & Co.). 

IV. 

GROUP OF MATHEMATICS. 

(Furnished by Professor AY. E. Edington.) 
One unit of Algebra and one unit of Plane Geo- 



;>] ( S Bulletin University of New Mexico (Ed. Series 

metry are required for entrance except to the 
School of Applied Science where the requirement is 
raised to one and one-half units in Algebra and the 
addition of Solid Geometry. A maximum of four 
units is accepted from this group including elect- 
ive offering's. 

It is advised that the courses contained in this 
group be offered in the following order: First year, 
Algebra; Second year. Plane Geometry; Third 
year, Algebra completed and Solid Geometry. Stu- 
dents transfering from one school to another would 
thus be able to take up the work where they left off 
without loss of time. 

Algebra — One unit. Elementary Algebra as far 
as Quadratics, including the elementary operations 
of polynomials and fractions, the solution of linear 
equations; simple factoring, simple powers, and 
-roots. It is expected that the work be accompanied 
by graphical methods in the solution of equations 
of all types, and in the explanation of other topics. 
Textbooks : Young and Jackson, Slaught and Len- 
nes, Wells, Milne, &c. 

Plane Geometry — One unit. The work in Plane 
Geometry should cover a whole year's work in a 
good textbook and include the applications of al- 
gebra to geometry and geometry to algebra. Text- 
books : Wentworth and Smith, Slaught and Lennes, 
Wells, Durell, Lyman, &c. 

Third Year — First half. Review of the first 
course in Algebra and thorough work on quadratic 
equations such as is covered by such textbooks as 
those named above. 

Second half: Solid Geometry. The textbooks 



Vol. 1, No. 9, 1916) Mitchell 319 

are the same as those suggested for Plane Geometry. 

Fourth Year — One half-year of Advanced Alge- 
bra and the other half-year of Plane Trigonometry. 
Textbooks for Advanced Algebra : Ashton and 
Marsh, Hawkes, Luby and Tout on, Rietz and 
Craithorne. Textbooks for Trigonometry: Craw- 
ley, Wilczynski, Granville. 

Advanced Arithmetic, which is generally only a 
review of grade arithmetic, is accepted as an elect- 
ive for entrance to the University but it may not be 
substituted for any subject in the prescribed list. 
No advanced standing will be given by the Uni- 
versity for any course in high school mathematics. 

A MATHEMATICAL REFERENCE LIBRARY. 

Ball: History of Mathematics, $0.65 (Macmillan). 

Cajori: History of Elementary Mathematics, $1.50 (Mac- 
millan). 

Klein: Famous Problems of Elementary Mathematics (trans- 
lation by Beman). 

Ball: Mathematical Recreations and Essays, $2.25 (Mac- 
millan). 

Schubert: Mathematical Essays, $0.75 (Open Court). 

White: Scrapbook of Elementary Mathematics. 

Young: Teaching of Mathematics, $1.00 (Longmans). 

Young: Fundamental Concepts of Algebra and Geometry, 
$1.60 (Macmillan). 

Abbott: Flatland, A Romance of Many Dimensions. 

Conant: The Number Concept, Its Origin and Development, 
$2.00 (Macmillan). 

EQUIPMENT AND APPARATUS TOR MATHEMATICS. 

The importance of the graphic method in the 
teaching of elementary algebra is becoming more 
and more recognized. For this work a carefully and 



320 Bulletin University of New Mexico (Ed. Series 

accurately scaled blackboard is essential. This board 
may be painted on the regular blackboard without 
much expense. The unit should be of such size, say 
an inch, as to permit within a reasonable space a 
considerable range of variation for the variables. 
The cross- section lines should be drawn accurately 
and fine. 

In the study of plane geometry a sufficient sup- 
ply of wooden blocks should be on hand to illustrate 
and verify most of the theorems on areas. For the 
study of solid geometry models in both wood and 
tin are valuable in aiding the demonstration of the- 
orems on surfaces, volumes, and the relations be- 
tween solids of different types. Among these 
models should be pyramids and prisms, cones and 
cylinders, of tin, having equal bases and altitudes, 
sectional prisms and spheres, and a set of blocks to 
illustrate the squaring and cubing of numbers, &c. 
A good, mounted spherical blackboard is very help- 
ful in the study of the sphere. 

This equipment may be obtained of any general 
school supply company, such as the A. Flanagan 
Company of Chicago. 

GROUP VA. 
LABORATORY SCIENCES. 

One unit of laboratory science is required for 
entrance to all Colleges and Schools of the Univer- 
sity and in the case of the School of Applied Sci- 
ence this should be Physics. 

A high school science, in order to be accepted ;is 



Vol. 1, No. 9, 1916) Mitchell 321 

a laboratory science, must be truly scientific in its 
nature and must represent some real laboratory 
work. Real laboratory work involves the develop- 
ment of the power to observe carefully and correct- 
ly the phenomena of science and to state clearly the 
deductions drawn therefrom. Where resources are 
limited it is hoped that high schools will concen- 
trate upon one science and give that course with as 
complete laboratory equipment as possible rather 
than to undertake several with inadequate equip- 
ment for none of them. 

1. Botany, y 2 -l unit. (Furnished by Professor 
jt> O. Weese. ) 

This subject should be offered in the second, 
third, or fourth year. 

A knowledge of the general structure of plants 
and of the principal organs and their functions is 
required. This should be based upon practical 
work in the laboratory, and to some extent, at least, 
in the field. The student should have a general 
knowledge of the main groups of plants and a ready 
recognition of those families represented in the lo- 
cal flora, gained by practice in the identification of 
common species. A notebook with a record of all 
original work done by the student should be requir- 
ed. All notes should be permanently preserved in 
neat form and all drawings should be made with a 
hard pencil on a good quality of drawing paper. 

2. Biology, 1 unit. (Furnished by Professor 
A. O. Weese. ) 

This course belongs in the first or second year 
if other laboratorv sciences are offered and should 



022 Bulletin University of New Mexico (Ed. Series 

include the essentials of Botany, Zoology, and Phy- 
siology and should be so treated as to correlate 
these main divisions of the subject, Constant lab- 
oratory or field work is essential. As a rule the 
student should perform his own experiments and 
much of the work should be of such a nature as to 
be capable of repetition at home. The biological 
relations of plants and animals and their import- 
ance in the inter-daily life of man are to be em- 
phasized. For further information as to laboratory 
work, notebooks, etc., see the sections on Botany, 
Physiology, and Zoology. 

3. Physiology, y 2 unit or 1 unit. (Furnished 
by Professor A. O. Weese. ) 

This subject should be offered in the second, 
third or fourth year. 

The emphasis should be placed upon Physiology 
proper, viz., the mechanism of the phenomena of 
life and the functions of the various organs of the 
human body ; but in connection with this the pupil 
should learn accurately such anatomical facts as 
are fundamental to the understanding of the func- 
tions of the organs. Laboratory work on some such 
animal as the frog is recommended as an aid to the 
teaching of anatomical facts. The dissection of a 
mammal is too difficult to be attempted by the or- 
dinary high school class, although if there is ample 
time, the instructor may demonstrate mammalian 
structure by the dissection of the viscera of the cat. 
The student should also receive definite and prac- 
tical instruction in the more important phases of 
personal and public hygiene, i. e., the sources of in- 



Vol. 1, No. 9, 1916) Mitchell 323 

fection for typhoid, diphtheria, tuberculosis, or 
other infectious diseases, and how to avoid these 
infections, the care of the sick, etc. 

For more than one-half unit the course MUST 
include practical laboratory work. Carefully 
written notes and drawings should be made, and 
these should be frequently criticised by the teacher. 
The laboratory work should occupy about one-half 
the time of the entire course. 

4. Zoology, y 2 unit or 1 unit. (Furnished by 
Professor A. O. Weese. ) 

The instruction must include laboratory work 
equivalent to four periods a week for a half-year, 
besides the time required for text-book and recita- 
tion work. Note-books and drawings must be pre- 
sented to show the character of work done and the 
types of animals studied. The drawings are to be 
made from the objects themselves, not copied from 
illustrations, and the notes are to be a record of the 
student's own observations of the animals exam- 
ined. Drawing should be used as a means of test- 
ing the correctness of observations, not primarily 
as a means of record. The amount of equipment 
and the character of the surroundings must, of 
course, determine the nature of the work done and 
the kind of animals studied; but in any case the 
student should have at least a fairly accurate 
knowledge of the external anatomy of each of 
eight or ten animals distributed among sev- 
eral of the larger divisions of the animal 
kingdom, and should know something of 
their life histories and of their more ob- 



324 Bulletin University of New Mexico ^Ed. Series 

vious adaptations to environment. It is recom- 
mended that special attention be given to such 
facts as can be gained from a careful study of the 
living animal. The names of the largest divisions 
of the animal kingdom, with their most important 
distinguishing characters, and with illustrative ex- 
amples selected, when practicable, from familiar 
forms, ought also to be known. 

EQUIPMENT FOR BIOLOGICAL SCIENCES. 

(Furnished by Professor A. O. Weese. ) 
The amount and nature of laboratory equipment 
necessary for the proper presentation of any of the 
laboratory sciences will necessarily vary with the 
content of the course, the conditions under which 
the course is" given, and the textbook and laboratory 
manual used. For that reason it is impossible to 
give a list which will be equally useful in all cases. 
Most of the textbooks and laboratory manuals de- 
signed for high school use contain a list of apparat- 
us designed for use in a course following that book. 
These estimates are usually based on a class of ten 
or twelve. Although smaller amounts of some of 
the articles would be sufficient for a smaller class, 
in most cases it is uneconomical to buy in smaller 
lots. Much of the apparatus named in such a list 
and in the list to follow may be used in common 
with the classes in the other sciences, such as phys- 
ics and chemistry, at least one of which is offered 
in all high schools. In the following list the articles 
used by classes in botany only are indicated by an 
( A) , those by zoology classes only by a ( B ) , by phy- 
siology classes only by a ( C) , those used by zoology 



Vol. 1, No. 9. 1916) Mitchell 325 

or botany classes in common with classes in physics 
or chemistry by a ( D ) . Equipment for a class of 
ten students is suggested as follows : 

1 Balance — Harvard trip scale — with metric weights (D). 

1 Bell jar (D). 

10 Wide mouth bottles (may be obtained by students at drug 

store). 
25 250cc glass stoppered bottles for stock solutions. (Cheaper 

cork stoppered bottles may be obtained at any drug 

store). 
100 Test tubes, 6"x%" (D). 

2 Graduated cylinders, 100 cc and 500 cc (D). 

1 Package filter paper, 300 mm (D). 
10 Erlemmeyer flasks, 500 cc (D). 

2 Glass funnels, 50 and 150 mm. diameter (D). 
30 Petri dishes, 100 mm. 

10 ft. glass tubing, soft, sizes 2, 3, 4, 5, 6, assorted (D). 

1 Aquarium jar, 10 liters. 

12 Mason jars, quarts. 

12 Mason jars, pints. 

10 Magnifiers, tripod form. 

1 Compound microscope. (This is important.) 

10 ft. rubber tubing to fit glass tubing. (D). 

1 Chemical therometer, graduated to 100° C. (D). 

15 Agate ware or tin trays about 350 mm long by 150 wide. 
(May be obtained at hardware store). (B). 

1 Razor for cutting sections. 

1 Support stand with rings. (D). 

1 Test tube rack. (D). 

5 Test tube brushes. (D). 

2 Books litmus paper. (D). 
10 Syracuse watch glasses. 

1 Steam sterilizer (tin will do). (A), (C). 
1 Alcohol lamp. (D). 
1 Gross slides. 



JJ2() Bulletin University of New Mexico (Ed. Series 

2 Oz. cover slips, 223 mm square. 

1 Mortar and pestle. (D). 

2 Medicine droppers. 
10 Pairs scissors. 

10 Pairs forceps. 

20 Needles in handles. 

10 Scalpels. 

1 Gal. 95% alcohol (not denatured). 

1 Quart formalin. 

1 oz. Iodine. (D). 

1 oz. Potassium iodide. (D). 

6 oz. Nitric acid. (D). 

6 oz. Ammonium hydroxide. (D). 

6 oz. Benzole or xylol. (D). 

6 oz. Chloroform. (D). 

% lb- Copper sulphate. (D). 

% lb. Sodium hydroxide. (D). 

y 2 lb. Eochelle salts. (D). 

6 oz. Glycerine. (D). 

It will be found, in any course, that a few neces- 
sary articles and chemicals are not provided for 
above, but they will be generally of such a nature 
that they can be obtained easily in some local store, 
or improvised by the teacher. In addition, there 
should be, if possible, a small collection of typical 
animals and plants, many of which can be collected 
locally. The teacher should make a list before 
school begins, of the laboratory material he wishes 
to use during the course and obtain it in advance. 
It is impossible to furnish such a list here. The lo- 
cal resources in zoological material may be, well 
supplemented by a collection such as the following : 

Grantia, sea anemone, sea urchin, starfish, clam, 
slug, earthworm, sandworm, crayfish, honey bee, 



Vol. 1, No. 9, 1916) Mitchell 327 

June beetle, adult and larva, cicada, locust, nymph 
and adult, centipede, garden spider, frog, two stages 
tadpoles. 

This collection is offered by a reliable dealer at 
$1.30, (name on request). If the school is able to 
purchase more material, enough for dissection of 
many of the type forms may be obtained very rea- 
sonably. 

If money is available for equipment in physiol- 
ogy, much of it should be spent in models and 
charts, with a few microscopic slides of typical 
organs. 

The Department of Biology of the University will 
be very glad to advise individual high schools as to 
their purchase of equipment. In this case special 
attention can be paid to the individual needs and 
resources of the school in question. 

5. . Geology, y 2 -l unit. (Furnished bv Professor 
C. T. Kirk.) 

The student should show familiarity with the 
principles of dynamic and structural geology, and 
some acquaintance with the facts of historical geo- 
logy, as presented in Scott: Introduction to Geo- 
logy, Brigham : Textbook of Geology, or Blach- 
welder and Barrows : Elements of Geology, or an 
equivalent with note book of laboratory together 
with field work. The laboratory and field work 
should follow one or more of the lines indicated be- 
low, and note books should be presented showing 
the character and amount of work done. ( a ) Studies 
of natural phenomena occuring in the neighborhood 
which illustrate the principles of dynamic geology. 



328 Bulletin University oj New Mexico (Ed. Series 

Each study should include a careful drawing of the 
object and a written description of the way in 
which it was produced, (b) Studies of well- 
marked types of crystalline, nietamorphic, and sedi- 
mentary rocks which will enable the student to rec- 
ognize each type and state clearly the conditions 
under which it was formed, .(c) Studies of the 
types of soil occurring in the neighborhood, includ- 
ing the origin of each and the cause of difference in 
appearance and fertility. 

6. Physical Geography, y 2 -l unit. (Furnished 
by Professor C. T. Kirk. ) 

The amount and character of the work that 
should be attained may be seen by referring to the 
texts of Gilbert and Brigham, Davis, Tarr and Mar- 
tin, etc. The recitations must be supplemented by 
at least an equal amount of time devoted to labor- 
atory work. The laboratory exercises should fol- 
low one or more lines as indicated below. Each 
student should present a note book showing what 
he has done, (a) Studies in mathematical geogra- 
phy in which map and scale only are used. These 
should embrace such topics as length of a degree 
in longitude in various latitudes; length and 
breadth of continents, etc., in degrees and miles; 
relative latitudes of places ; distance between cities, 
etc., in degrees and miles; difference in length of 
parellels and meridians ; problems in time ; location 
of time belts, etc. (b) Studies of local topographical 
features which illustrate the various phases of 
stream work. Each study should include a draw- 
ing or topographic map of the object, and a full, 
clear description of the way in which it was form- 



Vol. 1, No. 9, 1916) Mitchell 329 

t 

ed. ( c ) Studies of glacial deposits as shown in ter- 
minal and ground moraines, kanies, eskers, etc. ; dis- 
tribution of dark and light colored soils ; occurrences 
of lakes, ponds, gravel beds, clay banks, and water- 
bearing strips of sand and gravel, (d) Studies of 
stream work as shown in the topographical sheets 
which may be obtained from the United States Geo- 
logical Survey at a nominal cost, (e) Studies of 
the form, size, direction, and rate of movement of 
high and low barometer areas, and the relation of 
these to direction of wind, character of cloud, dis- 
tribution of heat, and amount of moisture in the 
air, as shown by the daily weather maps. Later 
these studies should lead to the making of weather 
maps from the data furnished by the daily papers, 
and to the local prediction of weather changes 
based on the student's own observation, (f ) Stud- 
ies of the climate of various countries compared 
with our own, the necessary data being derived 
from such topographic, wind, current, and tempera- 
ture maps as are found in Sydow-Wagner's or Long- 
man's atlases. 

EQUIPMENT FOR GEOLOGY AND PHYSICAL 
GEOGRAPHY. 

A hand lens, magnet, and hammer are indispensible. These 
can be obtained from the Ward Natural Science Co., of Koch- 
ester, N. Y., which also is able to provide a case of minerals at 
small cost. A streak plate and scale of hardness are valuable 
and may be obtained from the Braun Corporation of Los An- 
geles or the Central Scientific Co. of Chicago. 

7. Chemistry, 1 unit. ( Furnished bv Professor 
John D. Clark.) 



•-{30 Bulletin University of New Mexico (Ed. Series 

The instruction must include both textbook and 
laboratory work, so organized that at least one-half 
of the time shall be given to the laboratory. The 
course as it is given in the best high schools 
throughout one year will satisfy the requirements 
of the University of one unit of a laboratory sci- 
ence. The notebook, bearing the instructor's en- 
dorsement, should be presented as evidence of the 
actual laboratory work accomplished. 

So many textbooks contain a full list of the lab- 
oratory equipment needed for such a course that it 
is not felt necessary to give such a list here. 

BOOKS ON CHEMISTRY SUGGESTED FOE A HIGH 
SCHOOL REFERENCE LIBRARY. 

Newell: General Chemistry (Heath). 

Newell: Descriptive Chemistry (Heath). 

Hessler and Smith: Essentials of Chemistry (Sanborn). 

Linebarger: Elementary Chemistry (Rand, McNally). 

Remsen: Introduction to Chemistry (Holt). 

Avery: School Chemistry, $1.20 (Am. Bk.). 

Arey: Elementary Chemistry, $0.90 (Macmillan). 

McPherson and Henderson: Elementary Chemistry, $1.25 

(Ginn). 
Godfrey: Elementary Chemistry (Longmans). 
Morgan and Lyman: Chemistry, an Elementary Textbook, 

$1.25 (Macmillan). 
Bradbury: Inductive Chemistry (Appleton). 
Brownlee and Others: First Principles of Chemistry, $1.25 

(Allyn & Bacon). 
Smith: Elementary Chemistry (Century). 
Blanchard and Wade: Foundations of Chemistry (Am. Bk.). 
Brownlee and Others: The Chemistry of Common Things 

(Allyn & Bacon). 



Vol. 1, No. 9, 1916) Mitchell 331 

Weed: Chemistry in the Home. 

The above are texts. For profitable reading in connection 
with a course in Chemistry, the following: 
Duncan: The Chemistry of Commerce. 
Lassar-Cohn: Chemistry in Daily Life. 
Phillips: The Eomance of Modern Chemistry. 
Bird: Modern Science Eeader, $1.10 (Macmillan). 
Martin: Triumphs and Wonders of Modern Chemistry. 
Butler: The Story of Paper Making. 
Nicolls: The Story of American Coals. 
Sadtler:. Chemistry of Familiar Things. 
Von Schwartz: Fire and Explosion Bisks. 
Baskerville: Municipal Chemistry. 

8. Physics, 1 unit. (Furnished by Professor J. 
L. Brenneman.) 

If Physics is offered towards entrance to the Uni- 
versity as the required unit in laboratory science, 
the student must actually have had laboratory 
work and must have performed at least thirty-six 
experiments, similar to those found in Millikan, 
Gale, or Bishop's laboratory manual. The student 
may be asked to show his notebook in order to re- 
ceive entrance credit in this subject. If physics is 
offered as an elective science, the laboratory work 
will not be required, but it is strongly advised that 
the laboratory work be in no case omitted. The 
class should meet five times a week, divided be- 
tween at least three recitation periods, each of at 
least 40 minutes in length, and one or two labora- 
tory periods of 85 minutes in length. 

When Physics is offered for entrance to the 
School of Applied Science, the course must be of the 
highest standard and in order that it may be 
thorough, it should not be taken before the fourth 



;>;>•_» Bulletin University of New Mexico (Ed. Series 

year. The candidate is required to present his note- 
book as evidence of the quality of the work attain- 
ed. A thorough course in Physics is indispensable 
as a foundation for the study of the various branch- 
es of engineering. When such a course is not to be 
had in the preparatory school the student must taki- 
it in his first year at the University and in such 
cases it is preferable that the candidate should offer 
some other laboratory science for entrance instead 
of inadequate work in Physics. 

EQUIPMENT FOR HIGH SCHOOL PHYSICS. 

Following is a list of laboratory equipment 
which high schools should provide for students in 
Physics, in order that the work may be of standard 
grade. To the left is given in the first column the 
number of pieces of apparatus required for a class 
of two students or where only one experiment is per- 
formed at a time. The second column shows the 
number of pieces needed if the class consists of ten 
students or more, so that four or five experiments, 
all different, may be performed at the same time. 
To the right are found the approximate minimum 
and liberal prices for the equipment necessary for a 
class of two students. The teacher must use some 
discretion in the selection of equipment so that it 
will be commensurate with the available sources of 
heat and power. Prices are omitted when they are 
indefinite. Some prices vary a great deal with mar- 
ket conditions. 

I. General Equipment. 

1 3 Meter sticks $ 0.25 $ 0.60 

1 2 Laboratory balance 10.00 20.00 



Vol. 1, No. 9, 1916) Mitchell 333 

1 3 Sets iron metric weights 1.50 3.00 

1 1 Iron weight (2 kilograms) 0.50 1.00 

1 1 Loud ticking clock, seconds pendulum, 

or stop watch 5.00 20.00 

2 5 Pounds of lead shot 

1 2 Battery jars, 6"x8" 0.20 0.40 

2 4 pounds of mercury (market price var- 

iable) 

1 1 Set tripods, and clamps, wire gauze. . . . 2.00 20.00 

1 2 Vernier calipers 2.00 5.00 

1 1 Funnel 0.10 0.50 

1 1 Micrometer calipers 5.00 10.00 

1 1 Set iron weights (English) 2.00 4.00 

II. Mechanics. 

1 1 Brass disc $0.10 $0.25 

2 4 Hollow brass cylinder, glass cover 0.35 0.75 

1 1 Steel spheres (%" diameter, or several 

small ones) 0.25 1.00 

3 3 Spring balances (limit 2000 grams) 0.40 0.75 

1 1 Aluminum cylinder 0.30 0.60 

1 1 Inclined plane with pulley 0.90 2.00 

1 1 Carriage for inclined plane 1.00 1.50 

1 1 Mirror scale with support 0.60 1.00 

1 1 Spring and weight holder, for Hooke's 

Law 0.15 0.30 

1 1 Demonstration balance for showing 

principle of balance 0.60 1.00 

1 1 Water-proof wooden cylinder 0.15 0.50 

1 1 Force board for mounting balances 1.00 3.00 

1 1 Spring balances (15 kg.) 1.50 3.00 

III. Liquids and Gases. 
1 1 Glass manometer tube (for comparing 

densities of liquids) $ 0.25 $ 2.00 

1 1 Glass manometer tube (for measuring 

pressure beneath surface of liquid) . . 0.20 0.50 



;;;> J. Bulletin University of New Mexico (Ed. Series 

1 1 Constant weight hydrometer tube 0.20 0.60 

1 1 Constant volume hydrometer tube 0.20 0.50 

1 1 Constant weight hydrometer (commer- 
cial form for light liquids) 0.35 3.50 

1 1 Wooden block, parafined ." 0.10 0.20 

1 1 Boyle 's Law tube 1.25 3.00 

3 3 Evaporating dishes 0.30 .... 

1 1 Dew point apparatus 1.00 2.00 

3 6 Thermometers 0.90 7.50 

1 1 Graduated glass cylinder (500 c. c.) 1.00 2.00 

1 1 Graduated glass cylinder (100 e. c.) 0.75 1.50 

1 4 Beakers .... 

1 1 Bottle with ground glass stopper 0.10 $.25 

IV. Heat. 
1 1 Volume coefficient expansion of air....$ 1.50 $ 5.00 

1 3 Steam generator 2.00 3.00 

1 1 Coefficient of expansion of metal rod 

or tube 0.50 7.00 

2 G Calorimeters (double walled preferred) . 1.00 8.00 
1 5 Bunsen burners, or some form of lamp 

or torch .... 

100 200 Grams of aluminum, brass, or zinc for 

specific heat experiment .... 

1 1 Apparatus for pressure coefficient of 

gas 1.50 5.00 

1 1 Tube for mechanical equivalent of heat. 0.50 1.00 

1 2 Oz. acetamide for showing cooling 

through change of state .... 

V. Electricity. 

2 4 Bar magnets $0.30 $ 0.S0 

Iron filings .... 

2 2 Horseshoe magnets 0.30 0.80 

1 4 Compasses 1.00 2.00 

1 1 Lb. No. 18 cotton covered copper wire .... 

1 1 Lb. No. 26 cotton-covered copper wire .... .... 



Vol. 1, No. 9, 1916) Mitchell 335 

1 1 Oz. German silver wire .... 

Two sizes steel piano wire 

1 1 Electroscope $.50 5.00 

Friction set (glass rod, sealing wax, silk, 

and flannel) .... 

1 1 Simple condenser 0.25 1.00 

1 1 Proof plane 0.25 0.50 

1 2 Simple galvanometer or galvanoscope. 1.00 10.00 
1 1 Student's D 'Arsonal galvanometer.... 2.00 10.00 
1 1 Set resistance coils, 1000 ohms, 1 ohm, 
etc., battery elements, lead, zinc, car- 
bon, aluminum, iron, copper .... 

Coils to demonstrate principle of in- 
duction 1.50 3.00 

1 1 Electric bell 1.50 3.00 

2 4 Push buttons or switches 0.15 0.60 

1 1 Toy motor 1.00 5.00 

VI. Sound. 

1 1 Tuning fork, 256 vibrations $ 0.50 $ 3.00 

1 1 Tuning fork, 384 vibrations 0.35 2.50 

1 1 Tuning fork, 512 vibrations 0.25 2.50 

1 1 Sonometer (attachment for inclined 

plane or separate) 0.20 12.00 

1 1 Vibrograph 3.00 6.00 

1 1 Tuning fork for above 1.00 2.00 

VII. Light. 

2 4 Glass prisms $ 0.90 $ 1.75 

1 1 Protractor 0.25 5.00 

2 4 Linen testers 0.75 1.50 

1 2 Convex lens 0.30 0.80 

1 1 Simple photometer 0.75 5.00 

5 5 Candles 0.10 0.25 



336 Bulletin University of New Mexico (Ed. Series 

DEMONSTRATION APPARATUS. 

While the laboratory equipment for class use is 
very essential in order that the student may have 
experience in actually performing the experiments, 
the demonstration equipment, handled by the teach- 
er before the whole class, is a valuable adjunct in 
teaching Physics as it serves to add interest and 
definiteness to the theory which is being discussed. 
The second step in providing equipment should, 
therefore, be to collect an assortment of apparatus 
for demonstration, which is here listed under ap- 
propriate headings. It is intended that the appro- 
priation be distributed among the various divisions 
of the subject and that the selections in each divis- 
ion be made from the top of the list to the bottom 
approximately in the order in which they occur. 
The list is not intended to be rigid or exhaustive. 
The teacher must use discretion in making selec- 
tions and at the same time see that auxiliary equip- 
ment is on hand or provided. For example, an 
X-ray tube is of no value without some source of 
high voltage, such as an induction or Testa coil. 
The following apparatus will serve the needs of a 
class of any size. 

I. Mechanics. 

Mechanical rotator $ 5.00 $10.00 

Electrical rotator 30.00 75.00 

Inclined plane for demonstration of acceleration. 4.00 12.00 

Metronome for above 2.00 5.00 

Double pulley 

Triple pulley , .... 

Set of collision balls 3.00 15.00 



Vol. 1, No. 9, 1916) Mitchell 337 

Guinea and feather tube 5.00 S.00 

Litre block 0.50 3.00 

Metric chart 1.00 3.00 

Glass globe for rotation 1.00 3.00 

Bow and Chladni plate 3.00 5.00 

Joly spring balance 10.00 30.00 

II. Liquids and Gases. 

Siphon apparatus .... 

Pascal 's vases $ 5.00 $12.00 

Mercury well for barometric experiment 0.10 0.50 

Barometer tube or barometer 0.60 40.00 

Vacuum pump 8.00 60.00 

Globe for weighing air .... 

Seven in one apparatus (hydrostatic and pneu- 
matic bellows) 6.00 10.00 

Set of capillary tubes 0.50 1.00 

Discs for showing adhesion of glass and water. . . 0.25 0.75 

Osmose cup .... 

Hare 's apparatus for showing specific gravity of 

liquids 1.50 5.00 

Set of tubes showing equilibrium of liquid col- 
umns of different shapes 0.50 1.00 

Glass models of hydraulic press and pumps .... 

Bell jars for vacuum pumpstand .... 

Intermittent syphon 

Cartesian diver 0.10 0.25 

Pascal 's Law tubes .... 

Hydraulic ram .... 

III. Heat. 

Air thermometer $ 0.10 $ 0.25 

Compound bar, showing difference in expansion 

of two metals 0.75 1.50 

Ball and ring for showing expansion by heat 1.50 2.00 

Convection apparatus .... 

Pulse glass 0.50 1.00 



338 Bulletin University of New Mexico (Ed. Series 

Fire syringe 1.00 3.00 

Cryophorons (require ice) 1.00 3.00 

Maximum and minimum thermometer 3.00 12.00 

Model of steam engine 

Small steam engine .... 

Small gas engine 

Governor for rotator .... 

IV. Electricity. 

1. MAGNETISM: 

Lecture table compass, mounted $ 0.50 $ 1.50 

Samples of hard and soft iron or steel .... 

Floating magnets .... 

Dip needle 2.00 4.00 

2. ELECTROSTATICS: 

Electrostatic machine $15.00 $40.00 

Electroscope, well insulated 2.00 10.00 

Attachments for same .... 

Electrophorons 2.00 5.00 

Demonstration set on laws of electrostatics (hol- 
low globe, cylinder, Leyden jars, electric 

whirl, stands, etc.) 40.00 

3. ELECTROKINETICS: 

Dry, gravity, and storage cells $ 2.00 $50.00 

Electromagnet 1.00 5.00 

Dissectable electric motor 2.50 5.00 

Lecture table galvanometer 5.00 20.00 

Ampere 's frames 8.00 15.00 

Model transformer 5.00 15.00 

Telegraph set 

Telephone set .... 

Induction or Testa coil 4.00 100.00 

Electrolysis apparatus 

Voltmeters and ammeters 

Resistance boxes or post-office box 



Vol. 1, No. 9, 1916) Mitchell 339 

Hand generator or motor generator set for direct 

current 10.00 100.00 

V. Sound. 

Siren disc $ 1.00 $ 2.00 

Wave motion apparatus 0.50 15.00 

Parabolic reflectors 

Bell in vacuo 2.00 5.00 

Set sympathetic forks 10.00 20.00 

Manumetric flame 3.00 15.00 

Mirror for rotation 2.00 5.00 

Sound lens 

Singing flame apparatus 2.50 5.00 

Set tuning forks (mounted or unmounted) 5.00 75.00 

Kundt 's tube 2.00 16.00 

Organ pipes 1.00 10.00 

Foot bellows 8.00 15.00 

Chladni 's plates and holder 2.00 10.00 

VI. Light. 

Hartl optical disc and accessories $15.00 $40.00 

Set color discs 1.00 3.00 

Set lenses 1.50 5.00 

Tourmaline tongs or two Nicol prisms 3.50 18.00 

60 degree prism 1.50 12.00 

Eeplica grating 5.00 .... 

Demonstration lenses 1.00 5.00 

Achromatic lenses 2.00 5.00 

Projection lantern 20.00 300.00 

Heliostat 15.00 150.00 

Telescope 2.00 30.00 

Spectrum charts 1.00 10.00 

Spectroscope or spectrometer 7.00 100.00 

VII. Radiation. 

Leslie's differential thermometer $ 2.00 $ 5.00 

Parabolic reflectors 



340 Bulletin University of New Mexico (Ed. Series 

Sympathetic electric resonators 5.00 15.00 

Vacuum tubes, showing phenomena of electric 

discharge 1.00 50.00 

For X-ray demonstration 2.00 15.00 

Wireless telegraphy 10.00 50.00 

Geisler tubes 0.25 10.00 

Crooke 's radiometer 1.50 2.50 

Spinthoriscope 8.00 10.00 

Fluoroscope 5.00 12.00 

Note. — For a list of supply houses see page 278. 

PHYSICS LIBRARY LIST. 

(The books and periodicals given below are divided into 
elementary and advanced lists, the former for the use of stu- 
dents of average ability and the latter for the instructor and 
those students who have unusual interest in some particular 
phase of the subject.) 

A. Most Common Textbooks of High School Grade. 
Millikan and Gale: First Course in Physics, $1.25 (Ginn), 

1913. 
Carhart and Chute: First Principles of Physics, $1.25 (Allyn 

and Bacon), 1912. 
Crew: Elements of Physics, $1.10 (Macmillan), 1909. 
Hall and Bergen: Textbook of Physics. 
Hoadley: Essentials of Physics, $1.25 (Am. Bk.), 1913. 
Hoadley: Elements of Physics, $1.20 (Am. Bk.), 1908. 
Mann and Twiss: Physics, $1.25 (Scott, Foresman), 1910. 
Adams: Physics for Secondary Schools, $1.20 (Am. Bk), 

1908. 
Coleman: Elements of Physics, $1.25 (Heath), 190(3. 
Wentworth and Hill: Textbook of Physics. 

B. Laboratory Manuals for High Schools. 
Millikan, Gale, and Bishop: A First Course in Laboratory 

Physics for Secondary Schools, $0.50 (Ginn), 1914. 



Vol. 1, No. 9, 1916) Mitchell 341 

Millikan and Gale: A Laboratory Course in Physics, for 
Secondary Schools, $0.40 (Ginn), 1906. 

Adams: Physical Laboratory Manual for Secondary Schools, 
$0.75 (Am. Bk.), 1909. 

Gage: Physics Laboratory Manual. 

Chute: Physical Laboratory Manual. 

Coleman: New Laboratory Manual of Physics, $0.60 (Am. 
Bk.), 1909. 

Chester, Dean, and Timmerman: Laboratory Manual. 

Hoadley: Practical Measurements in Electricity and Mag- 
netism, $0.75 (Am. Bk.), 1904. 

Twiss: Laboratory Manual. 

Everett: Illustrations of C. G. S. System of Units, $1.25 
(Macmillan). 

Nichols, Smith, and Thurton: Manual of Experimental 
Physics. 

C. Texts of College Grade for Reference. 
Duff: Textbook of Physics (Blakiston's), 1912. 
Reed and Guthe: College Physics (Macmillan), 1915. 
Barker: Physics. 
Daniell: Principles of Physics. 
Hastings and Beach: General Physics. 
Carhart: University Physics. 
Wood: Physical Optics. 
Preston: Theory of Heat. 
Hoskins: Textbook of Hydraulics.. 

D. Easy General Reading. 
Cajori: History of Physics (Macmillan). 
Casson: History of the Telephone. 
Bowie: Practical Irrigation. 
Bishop: The Panama Gateway. 

Lodge, Sir Oliver: Electrons: The Nature of Negative Elec- 
tricity (Macmillan). 
Schuster: Progress of Physics During 32 Years (1875-1908) 



342 Bulletin University of New Mexico (Ed. Series 

(Cambridge Press). 
Cox: Beyond the Atom (Cambridge Press). 
Duncan: The New Knowledge (Radio-activity, electrons, 

etc.). 

E. More Advanced General Reading. 

Rutherford: Radio-Activity. 

Thomson: Conduction of Electricity through Gases (Cam- 
bridge Press). 

Campbell: Modern Electrical Theory (Electrons) (Cam- 
bridge Press). 

Soddy: Chemistry of the Radio- Active Elements, Parts I 
and II (Longmans). 

Michelson: Light Waves and Their Uses (Univ. of Chicago 
Press). 

Richardson: The Electron Theory of Matter (Putnam). 

Burgess and LeChatelier: The Measurement of High Tem- 
peratures. 

Franklin: Electric Lighting. 

Ferguson: Elements of Electrical Transmission. 

Kershaw: Electro-Metallurgy (Von Nostrand). 

Jansky: Electrical Meters (McGraw, Hill). 

Harding: Electric Railway Engineering (McGraw, Hilly. 

Buck: The Electric Railway (McGraw, Hill). 

F. Periodicals. 
PART I. HIGH SCHOOL GRADE : 
School Science Monthly. 
School Science and Mathematics, $2.00. 
Scientific American, $3.00. 
Scientific American Supplement; $5.00. 
Popular Mechanics, $1.50. 

Popular Science Monthly and Popular Electricity, $1.50. 
Illustrated World (Formerly Technical World), $1.50. 

PART II. COLLEGE GRADE: 
I. Physics: 



Vol 1, No. 9, 1916) Mitchell 343 

Physical Eeview, $6.00. 
Astrophysical Journal. 
Philosophical Magazine, $5.00. 
Science, $5.00. 

II. Electrical Engineering: 
Electrical World, $3.00. 

Electrical Eeview and Western Electrician, $3.00. 
General Electrical Eeview, 2.00. 
Electric Journal, $2.00. 
London Electrician, $8.00. 

III. Civil Engineering: 
Engineering News, $5.00. 
Engineering Eecord, $3.00. 

GKOUP VB. 
XON-LABOKATOKY SCIENCES. , 

This group consists of any subject contained in 
Group 5A, if given with inadequate laboratory fa- 
cilities and practice, and also general science, as- 
tronomy, and psychology. Ordinarily, courses in 
these iast three subjects are given negligible labor- 
atory work, but it is possible that general science 
and astronomy be taught with adequate laboratory 
and practice and thus be classified as laboratory 
sciences. 

1. General Science, y 2 unit. 

There exists up to the present time such a variety 
of opinion on what the content and aim of a course 
in general science should be and as yet no 
standardization for such a course has been reached. 
Courses up to this time exhibit a tendency to de- 
velop superficiality, for the student is liable, after 
taking such a course, to feel that he has a much 



344 Bulletin University of New Mexico (Ed. Series 

broader acquaintance with the sciences than he ac- 
tually possesses. The Faculty of the University, 
therefore, are of the opinion that the subject of gen- 
eral science should receive recognition and credit 
for entrance to the University only after the stud- 
ent, who applies for credit in this subject, gives evi- 
dence that he has derived real benefit from the 
course which he has pursued. 

2. Astronomy, y 2 unit. 

A high school course in this subject should aim 
not only to impart a knowledge of the descriptive 
matter in a good textbook, but also some practical 
familiarity with the geography of the heavens, with 
the various celestial motions, and with the posi- 
tions of the heavenly bodies conspicuous to the 
naked eye. The textbook should be supplemented 
by charts, maps, and observations with the tele- 
scope. 

BIBLIOGRAPHY FOR ASTRONOMY. 

Ball: Elements of Astronomy, $0.80 (Macmillan). 

Ball: Star-Land, $1.00 (Ginn). 

Bowen: Astronomy by Observation, $1.00 (Am. Bk.) 

Byrd: Laboratory Manual in Astronomy, $1.25 (Ginn). 

Greene: Introduction to Spherical and Practical Astronomy, 

$1.50 (Ginn). 
Lockyer: Astronomy, $0.35 (Am. Bk.) 
Lowell: Evolution of Worlds, $2.50 (Macmillan). 
Milham: How to Identify the Stars, $0.75 (Macmillan). 
Newcomb: Elements of Astronomy, $1.00 (Am. Bk.). 
Steele: Popular Astronomy, Revised by Todd, $1.00 (Am. Bk.) 
Todd: New Astronomy, $1.30 (Am. Bk.) 
Upton: Star Atlas, $2.00 (Ginn). 
Willson: Laboratory Astronomy, $1.25 (Ginn). 



Vo!. 1. No. 9. 1916) Mitchell 345 

Young: Lessons in Astronomy, $1.25 (Ginn). 

Note: — This is an elementary textbook. 
Young: General Astronomy, $2.75 (Ginn). 

Note: — This is advanced. Serviceable for reference. 

3. Psychology, y 2 unit. (Furnished by Profes- 
sor D. A. Worcester. ) 

Students who expect to attend college are advised 
not to take Psychology in high school but the sub- 
ject is accepted towards entrance to the University 
as an elective science. One-half unit is allowed for 
the completion of some such textbook as Halleck: 
Psychology and Psychic Culture, or Pillsbury : Es- 
sentials of Psychology. 

REFERENCE LIBRARY FOR TEACHERS. 

Angel: Psychology (Holt). 

James: Psychology, Briefer Course (Holt). 

Colvin: The Learning Process (Macmillan). 

Claparede: Experimented Psychology (Longmans). 

Kirkpatrick: Fundamentals of Child Study (Macmillan). 

LIST C. 

This list consists of various industrial subjects 
and music. A maximum of four units is accepted 
towards entrance to the University as elective of- 
ferings and the maximum amount that is acceptable 
in each subject of the list is indicated in each case. 

1. Agriculture, y 2 -2 units. (Furnished by The 
New Mexico College of Agriculture and Mechanics 
Arts, State College, N. M. ) 

The past few years have seen a widespread move- 
ment for the introduction into the rural and high 
schools of the country subjects relating to agricul- 
ture. New Mexico is not far behind the other states 



346 Bulletin University of New Mexico (Ed. Series 

in this matter, yet there is no manual or outline for 
the teacher to follow in giving these courses. 

Agriculture is a progressive science covering a 
large and broadening field. Therefore, the courses 
must be more or less elastic, for the things that ap- 
ply today may be obsolete tomorrow. That is to 
say, hard and fast rules can not be used in agricul- 
ture as in mathematics or engineering, but there are 
principles upon which the rules can be based. 
• Agriculture is too complex for all its details to be 
mastered by one person. The expert in crops or 
soils may not possess more than a general knowl- 
edge of livestock, fruit-growing or dairying ; there- 
fore, some sort of outline must be followed with a 
view of standardizing this study. The development 
of agricultural high schools and agricultural 
courses in the regular high schools has been 
so rapid in the past few years that in- 
structors with suitable training have been 
hard to secure, and consequently instructors with- 
out the necessary training in the fundamentals of 
scientific agriculture have attempted to teach the 
subject with the inevitable result — failure to stimu- 
late interest in the students. The benefits that the 
students get from the study of agriculture depend 
to a large extent on the instructor; if he has had 
good training and is enthusiastic he will be sure to 
stimulate interest in his pupils and the resulting 
good will be great, but if he has to confine himself 
to the text or outline he will find that the benefits 
the pupils derive from such a course will be few. 
As agriculture is being taught in such a limited 



Vol. 1, No. 9, 1916) Mitchell 347 

number of schools of this state it is not deemed ad- 
visable to suggest more than a one-year course ; this 
is to be given either in the third or fourth year of 
high school. However, as time goes by and agricul- 
ture is introduced into more of the schools and com- 
petent instructors are employed to teach this sub- 
ject, it will be necessary to revise the course and in 
all probability make it a three- or four-year course. 

There are several books on general agriculture 
that fit the needs of such a course particularly well. 
They have been in most instances prepared by men 
well fitted to do this kind of work and in the ma- 
jority of cases they are simply compilations of the 
works of a large number of experts. The following 
are probably the best suited for this kind of a 
course: Warren: Elements of Agriculture; Fergu- 
son & Lewis: Elementary Principles of Agricul- 
ture ; Burkett, Stevens & Hill : Agriculture for Be- 
ginners; and Waters: The Essentials of Agricul- 
ture. The last named book, Waters : Essentials of 
Agriculture, published by Ginn and Company, 
seems more nearly to meet the needs of the New 
Mexico schools than any of the others. It is more 
of a Western book. 

One other feature needs comment. The labora- 
tory exercises that are given are merely suggestive, 
since in the class room special emphasis should be 
given to the particular crops that are of most im- 
portance in the region where the instruction is 
given. Frequent visits should be made to the farms 
in the vicinity and as many of the crops and agri- 
cultural practices as possible studied at first 



348 Bulletin University of New Mexico (Ed. Series 

hand. Small plots of some crops not common in 
the community may well be groAvn on the school 
farm to supply illustrative material. A few chick- 
ens, a pig, or a sheep may be easily kept near the 
schoolhouse and the pupils taught the proper meth- 
od of caring for them. 

The following suggestions may be helpful to the 
teacher : — 

1. The success of the work depends largely upon 
YOU. 

2. Decide upon the exercise you are going to 
give before going to class. Work it over carefully 
so you can speak with authority. 

3. Have each pupil provide himself with note- 
book and pencil with which to keep a record of the 
work he does. This record should include : date, ob- 
ject of experiment, directions, and results. See that 
the record is neatly kept. 

4. Keep a similar record for yourself. 

5. Choose only such exercises as you think are 
adapted to your community. 

6. Do not be afraid to interest parents in the 
questions that will arise from time to time. 

7. With the help of the students devise exercises 
that appeal to them. 

Note : — The Faculty of the New Mexico College 
of Agriculture and Mechanic Arts, State College, 
New Mexico, will be glad to answer any questions 
and offer suggestions to any instructor who may be 
interested in introducing agriculture into the pub- 
lic schools of the state. 



Vol. 1. No. 9, 1916) Mitchell - 349 

SUGGESTED ONE- YEAR COURSE 

A. CROPS. 

EXERCISE 1. 

TO SHOW HOW PLANTS TAKE UP FOOD MATERIAL 

FROM THE SOIL. 

Equipment: Small glass tube or funnel with a long stem; a 
piece of bladder or parchment paper; some sugar or molasses; a 
glass can, or wide-mouthed bottle. 

Method : Soak the bladder or parchment in 
water until soft, stretch the membrane over the 
end of the funnel and hold it securely by wrapping 
with waxed thread. Now fill the funnel with a 
strong sugar solution or with molasses, until the 
liquid stands about one inch in the stem. Partly 
fill the jar with water and insert the funnel until 
the water on the outside is at the same level as the 
molasses or sugar solution on the inside of the fun- 
nel. In a short time the solution in the funnel will 
be seen to rise above the level of the water in the 
jar and after a time overflow at the top of the stem 
if the funnel is not too long. 

Discussion : This increase in the volume of mo- 
lasses or sugar solution is due to the entrance of 
water through the bladder or parchment mem- 
brane. There is a slow movement in the opposite 
direction, but, since the water moves through the 
membrane much more rapidly than the molasses or 
sugar, there is a rapid increase in the volume of the 
liquid on the inside of the funnel. This movement 
through the membrane will continue until the so- 
lution on the inside has the same strength or con- 
centration as that on the outside. The exchange of 



350 Bulletin University of New Mexico (Ed. Series 

liquids through membranes is called osmosis. 
By this process the fine root hairs of the plant are 
able to secure a large amount of water from the 
moist soil. The thin wall of the root hair corres- 
ponds to the bladder or parchment membrane, the 
cell sap to the sugar solution, and the soil moisture 
to the water in the jar. The sap is more concentrat- 
ed than the soil solution on the outside of the hair, 
hence the water in the soil moves through the cell 
wall just as the water in the jar moves through the 
membrane and into the sugar solution. 

Sprout some grains of corn and wheat between 
layers of dark flannel and note the very fine hairs 
which develop just back of the growing root tip. 
The moisture which enters the plant through the 
root hairs carries in solution certain food materials 
which are essential for the development of the 
plant. The moisture passes up through the plant 
and much of it is evaporated from the leaves after 
having performed its function as a carrier of food 
materials from the soil through the plant to the 
leaf. The food materials carried by the water are 
left behind in the leaf where they are combined with 
substances from the air to form the tissues of the 
plant, including roots, stems, leaves, and seeds. 

EXERCISE 2. 

TO SHOW THE AMOUNT OF MOISTURE 

RETAINED BY PLANTS. 

Equipment: A pair of scales and a drying oven. 

Method : Dig up enough clover or corn plants 
from the field to weigh about five pounds (A single 
plant may be sufficient). Weigh carefully and 



Vol. 1, No. 9, 1916) 



Mitchell 



351 



record the weight. Place the material in a shallow 
tray or pan, set the pan in bright sunlight until the 
contents are thoroughly dry and again weigh. Sub- 
tract this weight from the original weight and cal- 
culate the per cent of moisture lost. 

How many pounds of green clover are necessary 
to make a ton of cured hay? How much dry corn 
fodder in a ton of green corn plants? 

Place the dried plants in a drying oven and see if 
more water can be driven off. 



KIND OF PLANT 



GREEN WEIGHT SUN-DRIED 



OVEN-DRIED 



Per cent of Moisture 
in the Green Plants 



Discussion : We have already found that a large 
part of the water taken up by the roots is evaporat- 
ed from the leaves of the plant, leaving behind the 
food material which it carried in solution from the 
soil. We now see that a sufficient amount of water 
is retained to make up a large percent age of the to- 
tal green weight of the plant. This moisture gives 
rigidity to the plant. When the loss by evaporation 
from the leaf surface is more rapid than the water 
can be supplied from the soil, the plant soon wilts 
and ceases to grow. It has been found that our or- 



352 Bulletin University of New Mexico (Ed. Series 

dinary plants take up from 300 to 500 pounds of 
water for every pound of dry matter produced by 
them. 

From an experiment in New York state it was 
found that a field of oats used 522 pounds of water 
for each pound of dry matter produced: corn 234 
pounds ; and potatoes 423 pounds. 

The evaporation of the water from the surface of 
the leaf is known as transpiration. 

In addition to the large amount of water which 
leaves the soil through the plant, there is a constant 
loss of water by direct evaporation from the surface 
of the soil. 

EXERCISE 3. 

TO SHOW THE PROPER DEPTH FOR PLANTING. 

Equipment: A case consisting of two panes of glass placed 
about one-half inch apart and held in position by means of a 
wooden frame. 

Method: Put an inch or two of soil in the bot- 
tom of the glass case and then place a kernel of corn 
on top of the soil close up to the glass. At the other 
end of the case a bean may be planted in the same 
manner. Now put in an inch of soil and again 
plant a kernel of corn and a bean, continuing the 
operation until the case is full of soil to within an 
inch of the top. Water the soil thoroughly, cover 
the glass sides with black cloth or paper to exclude 
the light and set the case aside until the seeds have 
germinated. Other seeds than corn and beans may 
be included in the exercise. 

Discussion : Seeds which are small and fine 
must not be deeply covered with earth, for, if they 



Vol. 1, No. 9, 1916) Mitchell 353 

are, the weak germ which they contain will not be 
strong enough to reach the light and air. Large 
seeds, however, which contain a considerable quan- 
tity of stored material, as in the case of peas and 
beans, may be planted quite deeply. In fact, peas, 
which do not force the seed leaves out of the ground, 
should, for the best results, be planted from three 
to five inches in depth, while beans, which have a 
different method of germination, forcing their seed 
leaves out of the ground, should not be planted too 
deeply, for, as in the case of soils which are clayey 
and compact in nature, there will not be sufficient 
power in the growing stem of the bean to force the 
seed leaf from the soil and out into the light. The 
depth of planting, therefore, must be regulated by 
the habit of growth of the plant. 

EXERCISE 4. 

TO TEST THE VITALITY OF SEED CORN. 

Equipment: Fifty ears of corn; a germination box; sand or 
sawdust sufficient to fill the box; a piece of muslin 10x20 
inches. 

Method : Number the ears and place them in con- 
secutive order on a table or a bench Avhere they will 
remain undisturbed until the close of the exercise. 
The germination box may be constructed at the 
school or home of one of the pupils. It consists of a 
shallow wooden box 3x10x20 inches inside meas- 
urement. Along all four sides of the box are saw 
cuts one inch deep and two inches apart. The ger- 
minator is prepared by filling the box to within one 
inch of the top with moist sand. The surface, having 
been leveled and compacted by means of a smooth 



354 



Bulletin University of New Mexico 



(Ed. Series 



block of wood, is marked off into small squares 2x2 
inches, by means of a cord which, is laced back and 
forth through the saw cuts in the edge of the box. 
Beginning in the upper left-hand corner, the 
squares are numbered from one to fifty. 

Commencing with ear No. 1, remove six kernels, 
two near the butt on opposite sides, two near the 
middle and two near the tip. Place the six kernels 
in regular order, germ side up, in the germinator in 
Square No. 1 and proceed with Ear No. 2 in the 
same manner, placing the kernels from it in Square 
No. 2. Repeat this process until all of the ears 
have been sampled. 

After the grains are all in place cover the surface 
of the sand with a square of muslin and add sand 
until the box is level full. Moisten the sand 
thoroughly and keep it wet throughout the exercise. 

The germinator should be kept at a temperature 
of 70° to 80° F., during the day, but at night it may 
fall to 50° or 60° without harm. At the end of five 
or six days the cloth should be carefully rolled back 
in order to expose the squares for inspection. Count 
the grains that have germinated in each square and 



record the numbers 


in the following diagram : 


1 


2 


3 


4 


5 


6 


7 


8 


9 


10 



















































































Vol. 1. No. 9, 1916) Mitchell 355 

After careful examination, discard the ears 
whose numbers correspond to the square in which 
the grains did not grow or where germination was 
weak and unsatisfactory. 

Discussion: It matters not how much food is 
available to the plants, how well prepared the seed 
bed, or how great the amount of moisture conserv- 
ed, the best results cannot be obtained unless good 
seed is planted. Heretofore, much more rapid ad- 
vancement has been made toward cultural methods 
than toward the securing of good seed. Many have 
never stopped to consider what constitutes good 
seed. In good seed there must be present in the germ 
that which we call life, or, as we commonly say, the 
seed must have vitality. Very few do more than 
look at an ear to determine its vitality. This is a 
great mistake and frequently results in a poor 
stand and a low yield. Without a perfect stand, the 
largest possible yield cannot be expected. If time is 
taken to count the stalks in one hundred consecu- 
tive hills, the average corn grower will doubtless 
be surprised to find far from a perfect stand. He 
will probably find not more than 75 per cent or 80 
per cent of the stalks that should be there. With 
such a stand and an allowance of from 5 per cent to 
10 per cent for barren stalks, some explanation can 
be made for the low yield. There are on the average 
ear about 900 kernels suitable for seed. If out of 
every hundred ears planted four or five lack vital- 
ity, it will mean at least 2,000 fewer stalks in the 
field per 100 seed ears planted. 



356 Bulletin University of New Mexico (Ed. Series 

EXERCISE 5. 

SMUT IN SMALL GRAINS. EORMALIN TREATMENT. 

Equipment: A small amount of smutted wheat, oats or bar- 
ley; small amount of formaldehyde and plenty of clean water to- 
gether with a barrel or tub. 

Method : Mix one pint of formaldehyde with 40 
gallons of water (or a proportionate amount of 
each) in a barrel or tub. The seed may be dipped 
into the solution in a basket or sack, or the solution 
may be sprinkled upon the seed. The essential point 
is that all the kernels are thoroughly wet. Dry 
the seed as soon as possible after treatment. 

Discussion : The formalin treatment of seed to 
prevent smut is simple, cheap and effective. It will 
prevent ( 1 ) stinking smut or closed smut of wheat, 
(2) loose smut of oats, (3) covered smut of oats, 
(4) covered smut of barley. Farmers should treat 
their seed wheat, seed oats and seed barley every 
year. The cost of treating sufficient is small and 
the loss due to smutted grain is very large. 

Note : — In using the formalin treatment for oat 
smut, it is advisable to have the temperature of the 
water above 50° F., some authorities stating that if 
the water is colder than this the treatment will 
not be effective in this grain for smut. 

B. SOILS. 

EXERCISE 6. 

TAKING SOIL SAMPLES IN THE FIELD. 

Equipment: One soil auger, six feet long with an extra three 
foot extension; one yard of oilcloth. 

Method : Select a place in the field that is repre- 



Vol. 1, No. 9, 1916) Mitchell 357 

sentative of that particular area. Clean with care 
all trash and organic matter from the surface. 
Insert the soil auger by turning to a depth of four 
inches and just before lifting give a slight upward 
turn to sever the connection below. Hold over a 
piece of oilcloth while removing the soil. Reinsert 
the auger and repeat the operation until a depth of 
one foot is reached. If a sample is desired the soil 
from the entire hole should be mixed on the oilcloth 
and an aliquot or the entire sample placed in an 
air-tight container. The operation may be repeated 
for the second, third, fourth foot, etc., if desired. 

Discussion : Compare the difference between the 
surface soil and the subsoil. How do they differ? 
Describe each carefully. Notice especially the dif- 
ference in color, texture, and content of organic 
matter of the different one-foot sections. 

Study the work of the various soil forming agen- 
cies which you find and discuss clearly and fully 
the part whi.-h each of these different actions pla.ys 
in the formation of soils. 

EXERCISE 7. 

DETERMINATION OF CAPILLARY MOISTURE IN FIELD 
SAMPLES. 

Equipment: One soil auger, six feet long; one piece of oil- 
cloth; soil cans according to the number of students (6 for each 
student) ; one balance, sensitive to 1-10 gram. 

Method: Take samples of soils that have under- 
gone treatments in the same manner as described in 
the previous exercises. One-foot sections down to 
the desired depth should be taken. Place these sam- 
ples in previously Aveighed, air-tight soil cans and 



358 Bulletin University of New Mexico (Ed. Series 

immediately remove to the laboratory. Weigh, the 
samples on torsion balances. Remove the lid and 
allow to dry at room temperature until they cease 
to lose weight. Determine the loss of capillary 
moisture from each foot. 

Calculate the capillary moisture in per cent of 
air dry weight, per cent of wet weight, pounds per 
cubic foot, and surface inches. 

EXERCISE 8. 

SOIL TEXTURE STUDIES. 

Equipment: Samples of sandy loam, sand, silt loam, clay 
loam, adobe clay, loess; evaporating dishes or containers accord- 
ing to the number of students; hand lens; test tubes and racks 
according to the number of students. 

Method: Learn the feel of the following soils 
when dry and when wet to a dough : sandy loam, 
sand, silt loam, clay loam, adobe clay, loess. 

Take six small dishes and place in each about ten 
grams each of the soils above mentioned. Become 
perfectly familiar with the feel of each of these by 
going from one to the other several times. 

Make a hollow in the soil and add a few drops of 
water, enough to make a portion of it into a stiff 
dough after it has stood a couple of minutes. Take 
a portion of each of the moist soils and rub between 
the thumb and fingers. By aid of the feel and col- 
or when wet and dry, learn to distinguish the va- 
rious types. 

Spread small samples of each of the dry soils on 
a glass plate and examine carefully with a hand 
lens. Note what types are composed of soil grains 
well coated with humus. What are some of the 



Vol. 1, No. 9, 1916) Mitchell 



359 



minerals that you recognize? What minerals pre- 
dominate in the various soils? In what types is 
there a tendency on the part of the soil particles to 
gioup together? 

Obtain as many test tubes as there are samples 
of soils and place into each tube approximately one 
gram of one kind of soil. To the samples thus ob 
tained, add water until the test tubes are half full. 
Shake thoroughly and allow to settle. !Note the 
varyiug rapidity of the different soils to settle and 
from your observation conclude Avhich types of soil 
contain the larger particles in predominating 
amounts. 

EXERCISE 9. 

CAPILLARY MOVEMENT OF WATER IN SOILS. 

Note: — To be performed by entire class or as a demonstration 
by instructor. 

Equipment: Six glass tubes, 6 feet long and 1-2 inch diamet- 
er; one nest of sieves, 20, 40, 60, 80, 100 mesh; different soil 
types; funnel stand or ring stands for holding tubes upright; 
cheesecloth for tying over ends of tubes; shallow pans to hold 
water. 

Method : The following soil types will be used in 
this experiment : coarse sand, fine sand, fine sandy 
loam, silt loam, clay loam, clay. Fill one glass tube 
with each of the above soil types. The tubes should 
be about 6 feet long and one-half inch diameter. 
The tubes should all be compacted the same so as 
to make the results comparable. With the excep- 
tion of the coarse and fine sand, they should all be 
sifted through a 60-mesh sieve. The coarse sand 
should be what is caught on a 40-mesh and the fine 



3(>0 Bulletin University of Nev> Mexico (Ed. Series 

sand that which passes through an 80-mesh. 

Place the tubes in water and observe the height 
to which the water has risen at the end of 15 min- 
utes, 30 minutes, 1 hour, 2 hours, 3 hours, 6 hours, 
24 hours, 2 days, 3 days, 4 days, 5 days, 6 days, 7 
days, 2 weeks. 

Record the data in tabular form and plot curves, 
using time as abscissa and height as ordinates. 

c. poultry. 

EXERCISE 10. 

STUDY OF AN EGG. 

Equipment: For this work, a few saucers, a collection of the 
different sorts of eggs to be investigated, and an ordinary read- 
ing glass constitute the necessities. 

Objects: — To observe the differences in the con- 
tents of fresh and stale eggs and fertile and infer- 
tile eggs before and after incubation. To observe 
the different parts of an egg. 

Procedure : Examine each egg, by candling, to 
observe the appearance before breaking the shell. 
Note the air cell of each egg. Carefully break each 
egg into a separate saucer. Note appearance of 
each class of egg. In a strictly fresh egg, find the 
cuticle, shell, outer and inner shell membrane, 
liquid albumin, dense albumin, chalaza, viteline 
membrane, dark yolk, white yolk, and blastoderm. 
In an egg that has been under incubation for 
twenty-four hours, find the area pellucida, area 
opaca ,and the primitive streak. A hard boiled egg 
should also be examined, as in it some parts are 
more easily distinguished than in a raw egg. 



Vol. 1, No. 9, 1916) Mitchell ^61 

D. DAIRYING. 
EXERCISE 11. 

MILK TESTING. 

Equipment: A four-bottle Babcock test outfit: 1 four-bottle 
tester; sis whole milk test bottles (6 in. 8%); six cream test 
bottles (18 gm., 6 in. 30%) ; six skim milk test bottles; three milk 
testing pipettes (17.6 c.c); three milk testing pipettes (18 c. c.) ; 
two acid measures (17.5 c. c.) ; one small Quevenne lactometer; 
two dairy thermometers; three test bottle brushes; ample supply 
of Commercial Sulphuric Acid, Sp. Gr. 1.82; one copy of "Milk 
and Cream Testing" (with outfit). Estimated cost $12.00. 

Purpose: To determine the per cent of butter- 
fat in whole milk, cream and skim milk, also many 
other dairy products. 

Method: We would suggest that the instructor 
in charge of this work, follow the work as outlined 
in the copy of "Milk and Cream Testing." It 
would be well to have the students experiment with 
milk and cream in order to determine the keeping 
qualities as governed by temperature and cleanli- 
ness. 

Discussion : Since most of the milk and milk 
products are marketed on a fat percentage basis, it 
is most important that the student acquire and re- 
member some of the important features of the test 
whereby the per cent of fat is determined. The 
test that is used universally in making fat percent- 
age determinations was worked out by Dr. Bab- 
cock, and though simple and easy to operate, it is 
very accurate and reliable if properly handled. The 
principle upon which the Babcock test is based is 
that of centrifugal force ; the fat being lighter, rises 



3(52 Bulletin University of New Mexico (Ed. Series 

in the neck of the test bottle, which is graduated, 
making it possible to read the per cent of fat in the 
bottle, direct, thereby simplifying the operation. 

Students should realize the importance of the 
Babcock test and its relation to modern methods of 
dairying. The Babcock test and the milk scales are 
the only satisfactory means of determining the rela- 
tive value of any herd of dairy cows. If the num- 
ber of pounds of milk a cow gives in one year and 
the average per cent of fat it contained are known, 
the pounds of butter-fat may be determined by sim- 
ple multiplication. Knowing the pounds of butter- 
fat produced in one year, it is well to divide the 
amount by 82.5 (per cent of fat in butter) and 
thereby obtain the pounds of butter the animal pro- 
duced during the year. The value of the finished 
product at 30 cents per pound, less the cost of feed 
and management, should show a profit; but this is 
not always true. The cow may be a poor producer 
and not even pay for her keep, and this fact can be 
determined accurately only by weighing the milk 
and appbing the Babcock test. 

E. HORTICULTURE. 
EXERCISE 12. 

PLANT PROPAGATION. 

Equipment: Pruning knife; budding knife; grafting knife; 
bundle of raffia; wrapping twine; grafting wax; some seedling 
apples and peaches, one year old; and a few of the common 
garden or field seed. 

Method : Plant the different seeds in tomato 
cans which have had the bottoms punctured in 



Vol. 1, No. 9, 1916) Mitchell 3(J3 

many places with a small nail or some similar ob- 
ject. These perforations are for the purpose of al- 
loAving drainage. 

Cuttings : Some time during the early spring se- 
cure some small branches, preferably of cottonwood 
or willow, about the size of a pencil. Cut into 
lengths of from four to six inches. Tie in small 
bundles and bury in a moist, cool place about a foot 
deep. Lay some of the cuttings horizontally, place 
some top end down, and some in the position in 
wni.-.li they grew, that is tops up. On taking the 
cuttings up in the late spring (when buds begin to 
open on pliints from which cuttings were taken) 
notice that the inverted cuttings will generally 
have more root, especially if they are covered only 
two to four inches and kept moist. These are called 
hard-Avood cuttings. 

Take the top of a geranium, three or four inches 
long, or the tip of a sweet potato fh.at has been 
started in a bottle, and stick the Ijwct end in moist 
soil one to two inches deep. Remove all the leaves 
except two or three at the tip of the plant. Keep soil 
moist. These are soft-wood or herbaceous cuttings. 

Discussion: The white substance at the end of 
the hard-wood cuttings when taken out of the 
ground is called the callus. It is formed by a 
readjustment of cells and is not a growth. It is for 
the purpose of sealing the ends of the cutting to 
prevent the loss of moisture. The roots formed on 
the inverted cuttings better because they receive 
more heat. Plants require moisture, heat and air 
for development. 



;)(;_}. Bulletin Uniuersity of New Mexico (Ed. Series 

Graftage : Grafting and Budding. Secure some 
branches of apple from a neighboring orchard and 
bury about a foot deep in a trench. This may be 
done at the same time the small trees are heeled-in, 
in fact, the small trees may be placed in one end of 
the trench and the branches in the other. The apple 
branches obtained for this purpose should be 
straight, smooth, last year's growth and about the 
size of a lead pencil. When treated in the above 
described manner, the branches and little trees will 
keep for four to eight weeks. 

Select a branch and a tree about the same size. 
Cut the tree off about an inch below the ground 
line, or where the top of the ground came to when 
the tree was growing, holding the root of the tree in 
the hand. The part left in the hand is called the 
stock. The cuts should be about an inch long and 
straight. Cut butt end of branch to match the stock 
and cut it off to about six inches in length. This is 
the scion. Now make a cut, parallel to the grain of 
tlic wood, about one-third way from point to heel of 
bottom scion and stock and about five-eights of an 
inch deep. Place scion and stock together so that 
the tongue of each fits into the slit of the other and 
wrap with waxed cord. Bury in moist soil about a 
foot deep and a union should be formed by spring. 

Budding: Take some small trees or branches as 
soon as the sap rises or any time while sap is up. 
Make a T-shaped cut in the tree, just through the 
bark, about four inches from the ground line. 
Make the stem of the T first and have it about 
three-fourths of an inch long, then holding the 



Vol. 1, No. 9, 1916) Mitchell 3(J5 

knife at an angle so that it raises the bark some, 
make the other cut. Take a small branch in hand 
so that tip is turned toward operator, start about 
one-half of an inch below the bud and make a 
straight cut so as to come out about three-eighths 
of an inch above the bud. If done properly, the bud 
will be held between the thumb and knife blade. 
Open the T-shaped cut called the matrix and insert 
the bud, pushing it clear in by placing the back of 
the knife blade on the leaf-stock. Tie with raffia. 
Budding is generally practiced on stone fruits, but 
is more successful on the pomaeeous fruits, as the 
apple. 

REFERENCE LIBRARY FOR AGRICULTURE. 

A. Soils: 

Whitson & Walster: Soils and Soil Fertility (Webb Publish- 
ing Co.). 

Hilgard: Soils (Macmillan). 

C. W. Burkett: Soils (Orange Judd Co.). 

F. H. King: Soil Management (Mrs. F. H. King, Madison, 
Wis.). 

Lyon, Fippin & Buckman: Soils (Macmillan). 

B. Manures and Fertilizers: 

Wheeler: Manures and Fertilizers (Macmillan). 
Hopkins: Soil Fertility and Permanent Agriculture (Ginn). 
Van Slyke: Fertilizers and Crops (Orange Judd Co.). 
Thorn: Farm Manures (Orange Judd Co.). 

C. Irrigation and Dry Farming: 
Widtsoe: Principles of Irrigation (Macmillan). 
Fortier: Use of Water in Irrigation (McGraw-Hill Co.). 
Widtsoe: Dry Farming (Macmillan). 

Campbell: Soil Culture Manual (The Campbell Soil Culture 
Co.). 



36(j Bulletin University of New Mexico (Ed. Series 

D. Farm Management: 
Card: Farm Management (Doubleday, Page & Co.). 
Warren: Farm Management (Macmillan). 
Boss: Farm Management (Lyon & Charnan). 
Hunt: How to Choose a Farm (Macmillan). 
Doane: Sheep Feeding and Farm Management (Ginn). 

E. Field Crops: 
Carleton: The Small Grains (Macmillan Co.). 
Wilson & Warburton: Field Crops (Webb Publishing Co.). 
Hunt: Forage and Fibre Crops (Orange Judd Co.). 
Hunt: Cereals in America (Orange Judd Co.). 
Spillman: Farm Grasses of the United States (Orange Judd 

Co.). 
Hitchcock: A Text Book of Grasses (Macmillan). 
Voorhees: Forage Crops (Macmillan). 

Lyon & Montgomery: Examining and Grading Grains (Ginn). 
Duggar: Southern Field Crops (Macmillan). 
Piper: Forage Plants (Macmillan). 
Montgomery: The Corn Crops (Macmillan). 

F. Animal Husbandry: 
Plumb: Types and Breeds of Farm Animals (Ginn). 
Henry: Feeds and Feeding (Author, Madison, Wis.). 
Jordan: The Feeding of Farm Animals (Macmillan). 
Reynolds: Veterinary Studies (Macmillan). 
Burkett: The Farmer's Veterinarian (Orange Judd Co.). 
Harper: Animal Husbandry for Schools (Macmillan). 
Mumford: Beef Production (Author, Urbana, 111.). 
Dietrich: Swine (Breeder's Gazette). 
Wing: Sheep Farming in America (Breeder's Gazette). 
Craig: Livestock Judging (Kenyon Co., Des Moines, Iowa). 

G. Dairying: 
Michels: Dairy Farming (Author, Clemson College, S. C.) 
Eckles: Dairy Cattle and Milk Production (Macmillan). 
McKay & LaTsen: Principles and Practices of Buttermaking 

(Wiley & Sons). 
Wing: Milk and Its Production (Macmillan). 



Vol 1, No. 9, 1916) Mitchell 357 

H. Poultry: 

Lewis: Productive Poultry Husbandry (Lippincott). 

Kaupp: Poultry Culture (Saunders Co.). 

Watson: Farm Poultry (Macmillan). 

Lewis: Poultry Laboratory Guide (Macmillan). 

Lewis: Poultry Keeping (Lippincott). 

I. General: 

Bailey: Cylopedia of American Agriculture (Macmillan). 

Waters: Essentials of Agriculture (Ginn). 

Warren: Elements of Agriculture (Macmillan). 

Lipman: Bacteria in Kelation to Country Life (Macmillan). 

Burkett, Stevens & Hill: Agriculture for Beginners (Ginn). 

King: Physics of Agriculture (Mrs. F. H. King, Madison, 

Wis.). 
Duggar: Plant Physiology (Macmillan). 

J. Periodicals: 

Breeder's Gazette. 
Hoard 's Dairyman. 
Better Fruits. 
Wallace's Farmer. 
Beliable Poultry Journal. 
California Cultivator. 

K. Bulletins: 

Publications of the U. S. Department of Agriculture. 
Publications of the various State experiment stations. 

2. Home Economics, y 2 -S units. 

The terms "Home Economics" and "Domestic 
Science" are far from satisfactory in their appli- 
cation to the group of courses given in the depart- 
ment that bears one of these names. A course in 
foods and cooking, is or ought to be, taught as a 
laboratory science. Sewing and home decoration 
are arts, valuable because they are practical and 



308 Bulletin University o£ New Mexico (Ed. Series 

because they contribute to the development of the 
aesthetic sense. Marketing lies in the realm of 
pure economics. A more definite title for such a 
department would be "Domestic Art, Science, and 
Economics/' but the length of such a title will 
hardly promote its ready acceptance. This bulletin 
uses the term "Home Economies'' wherever such a 
combination of courses is meant, as this title is less 
objectionable than "Domestic Science." The latter 
is liable to be very misleading. For example, in a 
department of Domestic Science a course may be 
offered in sewing and textiles and the girl who 
takes this course offers it for entrance to some col* 
lege or university as meeting the usual requirement 
of one unit in a laboratory science. She is mislead 
by two things, by the term "Domestic Science," 
when the course she had was not a science at all, 
and by the double periods of time she spent in 
practice work, incorrectly supposing that such 
practice work was the laboratory part of a course 
in science. On the other hand, a course in foods 
and cooking can be organized and taught in such a 
manner that it may be acceptable to the University 
as a laboratory science. The Committee on Student 
Standing have agreed that when a course in foods 
and cooking shall measure up to the following 
standard it may be accepted as fulfilling the 
entrance requirement of one unit of a laboratory 
science : "A course in foods and cooking will be ac- 
cepted as a laboratory science when the high school 
course includes a study of the principles and the 
laws of cookery applied to each principle and a 



Vol. 1, No. 9, 1916) Mitchell 3(^9 

qualitative study of our common foods ; with note- 
book work so written that the results may be judg- 
ed by the instructors of the department at the Uni- 
versity. This is understood to mean a clear state- 
ment, in the form of a conclusion, to notes taken 
on each lesson. Notes on the class work also must 
be incorporated in order that the scope and content 
of the course may be estimated. Not less than one 
unit of such work will be accepted, — this to consti- 
tute an equivalent of 180 hours of practice work 
with two recitations per w T eek." 

When such a course is offered and accepted as a 
laboratory science, other courses in Home Econ- 
omics will be accepted as elective offerings towards 
entrance up to three units. 

CONTENT AND AIM OF COURSES IX HOME ECONOMICS. 

(Furnished by Associate Professor Frances 
Lathrop. ) 

High school courses in Home Economics should 
have two definite and clear aims: (1) To give the 
prospective teacher an intelligent understanding of 
the fundamental principles of home making; (2) 
To give the student (a) an interest in the subject, 
(b) a fund of knowledge, (c) understanding of 
child nature, (d) concrete teaching, (e) an under- 
standing of how the work may be correlated with 
other subjects, (f ) interest in the art of home mak- 
ing. 

The outline suggested below is purely suggestive 
and may be enlarged or cut down to suit the facili- 
ties of the individual school. The book, "Equip- 
ment for Teaching Domestic Science" by Helen 



370 Bulletin University of New Mexico (Ed. Series 

Kinne of Columbia University will prove to be of 
great assistance to anyone interested in installing 
the equipment of this department. It may be ob- 
tained from Whitcomb and Barrows, Boston, 
Mass. 

Home Economics properly begins in the Fourth 
Grade. Girls in this grade should be able to make 
towels, using baste, running stitch, turned hems, 
blanket stitch, chain stitch, and learn to run hems. 

Fifth Grade — Underlying idea — helpfulness in 
the home. Care should be given to the acquisition 
of neatness and accuracy in all work, and to the 
correct position of body, tools and work. Care^of 
material, clothing, and tools. Sixty minutes a week 
given to this work. 
Sixth Grade : — 

(A) Sewing. Economy in work is the important 
phase in this grade. Knowledge of machinery in 
the home. Use of sewing machine. Make cooking 
apron. Practice on straight seams. 60 minutes per 
week. 

(B) Cooking. Study of equipment. Use of each 
article. Dish washing. Study of simple fruits, as 
apples and of vegetables, as potato, and of simple 
cereals, as rice, oatmeal, cream of wheat. The cook- 
ing of starchy foods, 90 minutes per week. 
Seventh Grade : — 

90 minute periods three times per week are ad- 
vised. 

(A) Sewing: — Review of stitches, making of 
napkins, use of napier hem, making of buttonholes, 
patching, making felled and French seams. 



VoJ. 1, No. 9, 1916) Mitchell 371 

(B) Cooking: — Albumen and its sources. Ef- 
fect of heat and cold upon it. Cooking of eggs and 
meats. Soups made from meats. Use of eggs and 
milk combined, — custards. Making of quick 
breads and batters. 
Eighth Grade : — 

90-minute periods three times a week are advised. 

(A) Sewing: — 1. Making of tailored shirtwaist. 

a. Study of samples of goods. 

b. Drafting a pattern. 

c. Designing the waist. 

2. Study of woolen materials, 
prices, &c. 

3. Drafting pattern for woolen 
skirt, cutting pattern, fitting, 
and making skirt. 

4. Repairing by patching and 
darning. 

5. Study of the cost of clothes. 

6. House furnishings and cost. 

(B) Cooking. The making of doughs, baking 
powder biscuits, simple cakes, bread ( first les- 
sons), simple salads, and the cooking of vegetables. 

HOME ECONOMICS COURSE IN HIGH SCHOOL. 

It is suggested that the curriculum include : 
Ninth Grade, First semester : — 

Biology, y 2 unit, Hand Sewing, y 2 unit. 
Second semester : — 

Free hand drawing or science, at least y 2 unit, 
Foods and Cookery, y 2 unit. 



372 Bulletin University of New Mexico (Ed. Series 

Tenth Grade, First semester : — - 

Foods and Cookery, y 2 unit. 
Second semester: — 

Physiology, y 2 unit, Personal Hygiene and Home 
Nursing, y 2 unit. 
Eleventh Grade, First semester: — 

Physics, y 2 unit, Dressmaking, y 2 unit. 
Second semester : — 

Physics, y 2 unit, The House, y 2 unit. 
Twelfth Grade, First semester: — 

Chemistry, y 2 unit, Care and Selection of Cloth- 
ing, y 2 unit. 
Second semester: — 

Chemistry, y 2 unit, Elementary Dietetics and 
Serving of Meals, y 2 unit. 

Note: — Where it is desired to offer three years' 
work in Home Economics, it is suggested that the 
work be about equally divided among Sewing and 
Textiles, Foods and Cooking, and Homemaking. 
Suggestive courses in each is given below. 

Sewing. 

This course includes: Preparation for work, po- 
sition at desk or table, utensils and their use. Study 
of cotton and wool, warp and woof. Darning, bast- 
ing, running stitch, back stitch, over-casting, hem. 
eyelets, mitered corner. This problem is illustrated 
by making a work bag. French hem, French fell 
seam, French seams, hemming stitch, hem stitching, 
muslin ruffle, gathering, button holes. Problem II. 
Corset cover. Take measure, test pattern, draft 
one, cut and make. Problem III. Towel, feather 
stitch, blanket stitch, chain stitch. And so forth. 



Vol. 1, No. 9, 1916) Mitchell 373 

Foods and Cooking. 

Such a course would naturally include : 

1. Study of equipment and tools. 

2. Cleaning agents. 

3. Starches, — potato, corn, cereals, effect of 
moist and dry heat. 

4. Baking powder and leavening agents. 

5. Doughs, drop and pour batters, baking 
powder biscuits. 

6. Yeasts. 

7. Flours and bread making, rolls, Dutch apple 
cake. 

8. Eggs and protein food. Tests for freshness, 
preservation, effect of heat, digestion of eggs, value 
as a food, cooking of eggs, as scrambled, poached, 
omelet. 

9. Milk. Composition, value as a food, care of, 
&c. 

10. Eggs and milk combined. Custards and 
puddings. 

11. Cheese. Kinds, Welsh rarebit, cheese fon- 
due, &c. 

12. Meat. Composition, digestibility, value as 
food, effect of heat, different forms of cooking- 
meat, pan-broiled steak, meat loaf with tomato 
sauce, Hamburg steak, beef stews, cuts of beef ( a ) 
tender and expensive, (b) cheaper and tough. 
Cooking of veal, mutton, and pork. 

13. Vegetables. Classes, value as food, suitabil- 
ity with meats, cooking of creamed carrots, cream- 
ed onions, spinach, — value as food, scalloped toma- 
toes, soups, scalloped rice. 



374 Bulletin University of New Mexico (Ed. Serial 

14. The Lunch Box. Equipment, planning, pack- 
ing. 

15. Cakes. Sponge and butter cakes and their 
difference. 

School and Home. 

Such a course would naturally include : 

1. Care of health. Sanitary conditions in home 
and school, ventilation, lighting, heating, drinking 
water, — its source, composition, value in diet. 

2. Home and school furnishing. Draperies, 
wall coverings, furniture, pictures. 

3. Physical efficiency. Food, — Kind, prepara- 
tion, habits of eating. Clothing, — Choice, style, 
care of. Care of body, — Postures, care of skin, hair, 
teeth. 

EQUIPMENT FOR HOME ECONOMICS. 

1. Individual Equipment. 

Multiply this by number of pupils that may be accommodated 
in one section of the class. 

Desks with bread and cake boards. 

1 Gas or other burner. 

1 Rolling pin, size 7% inch. 

1 3" by 5<" bread pan. 

1 Custard cup, white lined. 

1 Granite mixing bowl. 

1 6" Granite utensil plate. 

1 Paring knife. 

1 Tablespoon. 

2 Teaspoons. 

1 Kitchen knife. 
1 Kitchen fork. 
1 Wooden spoon. 
1 Egg whisk. 
1 Wire sieve. 



Vol. 1, No. 9, 1916) Mitchell 375 

1 Steel skillet (small). 

1 Sauce pan with cover (aluminum). 

1 Glass measuring cup. 

1 Tin measuring cup. 

II. Class Equipment. 

1 Befrigerator. 

1 Tea kettle. 

1 Food chopper. 

1 Granite kettle, 3 qts. 

1 Large steel skillet. 

2 Granite sauce pans with covers. 
2 Granite mixing bowls, 2 qt. size. 
1 Can opener. 

1 Covered garbage can. 

4 Muffin pans (9 holes). 

4 Square cake tins. 
1 Round cake tin. 

12 Cups and saucers. 

12 Plates. 

1 Granite coffee pot or percolator. 

1 Granite tea pot. 

1 Nutmeg grater. 

5 Double boiler (pt.). 
1 Double boiler (qt.). 
5 Dish pans. 

5 Rinsing pans. 

1 Lemon squeezer. 

1 Potato masher. 

1 Chopping bowl and knife. 

1 Good range, coal, wood, gas, or electric. 

TEXT AND REFERENCE BOOKS. 

Cooley: Domestic Art in Woman's Education (Whitcomb & 
Barrows, Boston). 

Kinne and Cooley: Shelter and Clothing (Whitcomb & Bar- 
rows, Boston). 



376 Bulletin University of New Mexico (Ed. Series 

Woolman: Sewing Course for Schools. Text. (Whitcomb & 
Barrows, Boston). 

University of Illinois Bulletin 24, Feb. '14: Syllabus of Do- 
mestic Science and Art for the High School (Univ. of 
111., Urbana, 111.). 

Bevier: The House; Its Plans, Decorations and Care (Amer. 
School of Home Economics, Chicago). 

Terrill: Household Management (Amer. School of H. Econ., 
Chicago). 

Johnson: Domestic Science for Schools and Homes (Burton 
Pub. Co., Kansas City). 

Patton: Home and School Sewing (Whitcomb and Barnes, 
Boston). 

Kinne: Equipment for Teaching Domestic Science (Whitcomb 
and Barnes). 

Kinne and Cooley: Food and Household Management (Whit- 
comb and Barnes). 

Chambers: Principles of Food Preparation (Boston Cooking 
School Pub. Co.) 

Parloa: Home Economics (Whitcomb and Barnes). 

Williams and Fisher: Elements of the Theory and Practice of 
Cooking (Macmillan). 

Farmer: The Boston Cooking School Cook Book (Little, 
Brown & Co.). 

Hill: Practical Cooking and Serving (Doubleday, Page & Co.). 

Farmers' Bulletins published by U. S. Department of Agri- 
culture, Washington, D. C. Distributed free. 

3. Commercial Subjects, 1-4 units. 

Electives from this group up to tire maximum 
amount of four units may be offered by graduates 
of accredited high schools towards entrance to the 
University. But Spelling, Penmanship, and 
Typewriting can not be accepted as meeting any 
portion of the University entrance requirements. 
It will be noticed that any student who completes 



7ol. 1, No. 9, 1916) Mitchell 377 

the four-year course outlined below can enter the 
University only conditionally. He will lack Plane 
Geometry and a laboratory science. However, 
students who take four full years in the Commercial 
department of a high school are looking forward to 
an office position rather than to a college course. 
With a little planning and foresight it is an easy 
matter for any student who expects to attend the 
University to plan his course in such a. way that he 
can enter the University unconditionally and at the 
same time complete a fairly large number of courses 
in commercial branches. 

SUGGESTIONS FOR COMMERCIAL TRAINING IN HIGH 
SCHOOLS. 

(Furnished by P. E. Leavenworth, Instructor in 
Albuquerque High School.) 

The primary purpose of the commercial course in 
high schools should be to fit the pupil for office 
work under the requirements of careful business 
men rather than to emphasize any line of mental 
training. The following suggestions are given from 
this point of view. 

The most thorough and practical course is the 
combined bookkeeping and stenographic course, 
two years being offered in each of the major sub- 
jects, bookkeeping, and stenography. Bookkeeping 
should be offered during the first two years and 
stenography during the third and fourth years. 
Four years of English should be required, two 
years of mathematics (including commercial arith- 
metic), and two years of science. Economics or 
commercial geography, and commercial law should 



378 Bulletin University of New Mexico (Ed. Serie* 

be offered during the third year. American history 
and civics should be given during the fourth year. 
Penmanship and spelling at graduation should sat- 
isfy the requirements of careful business. 

Care should be taken to make the instruction in 
these subjects as practical as possible, avoiding un- 
due emphasis of theory. The first year of book- 
keeping should deal with the use of the journal, 
cash book, sales book, invoice book, and ledger ; and 
the use of negotiable paper and business forms. 
The second year may be varied to suit local busi- 
ness conditions, placing emphasis upon wholesale 
accounting, corporation accounting, and banking. 
Commercial arithmetic should deal almost entirely 
with the fundamental operations, great emphasis 
being placed upon rapid calculation in adding, sub- 
tracting, multiplying and in handling fractions. 
Commercial law should be confined to the laws gov- 
erning negotiable paper and a thorough under- 
standing of contracts. Penmanship requirements 
for business are legibility, facility and rapidity, — 
muscular or arm movement being emphasized. The 
subject of stenography includes both shorthand and 
typewriting and each requires two years as outlined 
in this course. The first year of shorthand should 
be devoted to the principles of the system with light 
dictation occasionally, taking up regular amanuen- 
sis and office practice work the second year. The 
first year of typewriting should be spent in learn- 
ing the key board and the arrangement of various 
business forms on the page. More emphasis should 
be placed on learning the touch method than on the 



Vol. 1, No. 9, 1916) Mitchell 379 

amount of work done. The pupil should be able to 
write at the rate of forty words per minute from 
printed matter at the end of the second year. 

Schools having only two years of high school 
work may well divide the above outlined course, of- 
fering either bookkeeping or stenography and as 
much of the other commercial work as the pupil 
finds time for. 

Schools having only one year of high school work 
would probably find it better not to offer stenog- 
raphy but may offer first year of bookkeeping, 
typewriting, etc. 

No other equipment would be necessary for book- 
keeping work than large flat top desks with book- 
shelf. Ordinary desks or tables might be used. For 
the stenography class one typewriter would be ne- 
cessary for each group of four pupils ; also one fil- 
ing cabinet, one mimeograph or neostyle, and one 
letter press should be included in the equipment. 
This material may be obtained from any local fur- 
niture or stationery dealer except the typewriters 
which are handled by the following companies, with 
headquarters at Denver and El Paso : 

L. C. Smith & Bros. Typewriter Co. 
Eemington Typewriter Co. 
Underwood Typewriter Co. 
Eoyai Typewriter Co. 
Fox Typewriter Co. 
Oliver Typewriter Co. 

TEXT OR REFERENCE BOOKS. 
A. Pitman Shorthand: 
Phonographic Amanuensis (Phonographic Institute, Cincin- 
nati, O.) 



3g() Bulletin University of New Mexico (Ed. Series 

Phonographic Dictionary - (Phonographic Institute, Cincin- 
nati, O.) 

Beporter's Companion (Phonographic Institute, Cincin- 
nati, O.). 

Progressive Dictation Exercises (Phonographic Institute, Cin- 
cinnati, O.). 

Universal Manual and Dictation Course (L. W. Musick Pub. 
Co., St. Louis). 

Dement 's Dictators (Dement Publishing Co., Chicago, 111.). 

Eldridge's Dictation Exercises (American Book Co., Chicago, 
111.). 

Brief Course in Shorthand (Barnes' Publishing Co., St. Louis, 
Mo.). 

B. Gregg Shorthand: 
Gregg Manual (Gregg Publishing Co., Chicago, 111.). 
Gregg Penmanship (Gregg Publishing Co., Chicago, 111.) 
Gregg Speed Practice (Gregg Publishing Co., Chicago, 111.). 
Gregg Dictation Practice (Gregg Publishing Co., Chicago, 

111.). 
Gregg Keporter (Gregg Publishing Co., Chicago, 111.). 
Gregg Dictionary (Gregg Publishing Co., Chicago, 111.). 
Gregg Phrase Book (Gregg Publishing Co., Chicago, 111.). 
Gregg Graded Dictation (Gregg Publishing Co., Chicago, 

111.). 

C. Bookkeeping: 
Williams and Eogers (American Book Co., Chicago, 111.). 
Sadler Bowe: (Sadler Rowe Publishing Co., Baltimore, Md.). 
Twentieth Century (Southwestern Pub. Co., Cincinnati, O.). 
Moore and Minor (Ginn & Co., Chicago, 111.). 
Principles of Bookkeeping and Farm Accounting (A. N. 

Palmer Co., Cedar Bapids, Iowa). 
Household Accounting (A. N. Palmer Co., Cedar Bapids, 

Iowa). 



Vol. 1, No. 9, 1916) Mitchell 381 

4. Manual Training, y 2 -2 units. (Furnished by 
Associate Professor A. K. Leupold. ) 

The course should consist partly of lectures and 
recitations but the greater part should consist of 
practice work, to Avhich two or more consecutive 
periods should be given. The student should early 
learn the use and care of various tools used by the 
wood-bench worker. The course should consist of 
exercises in laying out work in the proper manner 
and using the tools and operations which are em- 
ployed most frequently. After considerable skill in 
the use of tools has been acquired the work should 
proceed to the more complicated operations as the 
student progresses in skill. The student should be- 
come proficient in sawing and planing and in all 
the operations of the woodworker. The exercises, 
as far as possible, should be given to the making of 
practical things so as to enlist the interest of the 
student. 

When it is practicable to add a second and third 
course this work should consist of woodturning and 
pattern making. 

EQUIPMENT FOR THE FIRST COURSE IN WOOD WORK. 

I. Individual Tools (One set for each bench). 

1 Jack plane, 14" long, 2" bit. 

1 22" Panel saw. 

1 6" Try square. 

1 Marking gauge. 

1 Two-foot rule. 

1 Mallet. 

1 %" Chisel (firmer socket). 

1 %" Chisel (firmer socket). 

1 4" Screw driver. 

1 Bench brush. 



382 Bulletin University of New Mexico (Ed. Series 

II. General Tools (One set for classes up to 20 students). 

3 Smooth planes, 7" or 8", 1%" bit. 
2 Block planes 6" long. 

1 Jointer plane 22" long. 

1 8" Draw knife. 

4 Hand scrapers. 

2 Back saws. 

3 Bip saws 6 point, 22" long. 

2 Coping saws. 
1 Compass saw. 

1 Complete set of firmer socket chisels (13). 

3 Each W, Vz", 1" Gouges. 

2 Each half round bastard files, 10" half round cabinet files. 

3 Bracket braces, 10" swing. 
6 %" Auger bits. 

1 Complete set of auger bits (13) by sixteenths. 
8 Gimlet bits, % to %" in size. 

2 Screw driver bits. 

2 Screw drivers, 6" and 8". 

1 Mortise gauge. 
6 Claw hammers. 
6 Nail sets. 

3 Framing squares. 

2 Bevel squares. 

3 12" Screw driver. 

3 6" Dividers. 
2 Brad awls. 

2 Oil stones, 8 by 2 by 1. Carborundum or Pike India. 

2 Small oilers. 

III. Department tools. 
6 Hand screws 6". 

4 Steel bar clamps 36". 
1 Saw clamp. 

6 Taper files (3 cornered). 

1 Saw set. 



Vol. 1, No. 9, 1916) Mitchell 383 

1 File card and brush. 

2 Pairs pliers. 

1 Set 3-16" steel figures. 

1 Set stencils, figures, and letters. 

EQUIPMENT FOR COURSE IN WOOD TURNING. 

For each lathe set: 

A speed lathe with VI" swing, turning :'><>" between centers. 

4 Skew chisels %" to 1". 

4 Gouges %" to 1". 

1 Parting tool. 

1 Oiler. 

1 Oil stone. 

1 Pair outside calipers 6". 

1 Pair dividers 6". 

1 Pair inside calipers 6". 

1 Combination square 12" with centerhead detachment. 

A course earning % to 3-5 unit should consist of 18 weeks 
work of three two-hour periods in the shop and some outside 
reading. 

Textbook recommended: Ross: Woodturning. 

HIGH SCHOOL REFERENCE LIBRARY ON MANUAL ARTS 

Ross: Woodturning (Ginn). 

Wheeler: Woodwork for Beginners (Putnam). 

Goss: Benchwork in Wood (Ginn). 

Griffith: Essentials in Woodworking (Manual Art Press, 

Peoria). 
King: Elements of Woodwork (Am. Bk.). 
King: Elements of Construction (Am. BIO. 
King: Inside Finishing (Am. BIO. 
King: Handbook for Teachers (Am. BIO. 
Smith: Principles of Machine Work (Industrial Educ. Bk. 

Co., Boston). 
Smith: Advanced Machine Work (Industrial Educ. Bk. Co., 

Boston). 
Ilgen: Forge Work (Am. Bk. Co.) 

MECHANICAL DRAWING. 

A course in Mechanical Drawing should repre- 
sent work both in class and at home. The course 



l\$4: Bulletin University of New Mexico (Ed. Series 

should be divided as follows: Lettering and use of 
instruments, orthographic projection, isometric and 
oblique projective, and perspective drawing. 
Drawing should be made from plate specifications 
and also from actual machine parts. For 3-5 unit, 
six hours time should be spent in classroom work 
exclusive of the plates to be done at home. Text- 
book recommended: H. W. Miller: Mechanical 
Drafting, and also his plate specifications. 

EQUIPMENT FOR MECHANICAL DRAWING. 

The school should provide drawing desks or tables and draw- 
ing boards for the class. Each student furnishes his own paper 
and instruments as follows: 

Large compasses (ink and pencil combination). 

Large dividers. 

Ruling pens (one or two). 

1 Lettering pen. 

Bow pencil, bow pen, bow dividers. 

2 Triangles (6"-45), (6»-30 -60). 
1 24/' Tee square. 

Drawing ink. 

Drawing pencils, 3H, 4H, 6H. 

Thumb tacks, erasers, art gum, sand paper. 

1 Architect's scale 12". 

1 Protractor. 

12"xl9" paper is recommended, the finished plates being 
12"xl8". 

For home plates, 8%//xll" paper. Crane's Jap Linen recom- 
mended. 

HIGH SCHOOL REFERENCE LIBRARY ON DRAWING. 
(Furnished by Associate Professor A. W. Wand.) 

Harper: Practical Handbook of Drawing. 



Vol. 1, Ho. 9, 1916) Mitchell Jjyr, 

Everett and Lawrence: Freehand and Perspective Drawing. 

Barnes: Elementary Drawing. 

Crosskey: Elementary Perspective. 

Grosskey and Thaw: Advanced Perspective. 

Wilson: Freehand Perspective. 

Bawson: Manual of Drawing. 

Frederick: Simplified Mechanical Perspective. 

Bandall: Shades and Shadows. 

Walker: Handbook of Drawing. 

Turill: Elementary Course in Perspective.* 

Havey: Pencil Sketching. 

Leland: Drawing and Designing. 

MacCord: Mechanical Drawing. 

Beinhardt: The Technic of Mechanical Drafting. 

Miller: Mechanical Drafting. 

Note:- — Associate Professor Leupold recommends Miller: Me- 
chanical Drafting as a text book while Associate Professor 
Wand apparently prefers Harper: Practical Handbook of 
Drawing. 

5. Music, y 2 -2 units. 

Inasmuch, as Music is one of the few subjects now 
offered in high schools that develop the aesthetic 
sense, the Faculty of the University have voted to 
encourage its study by accepting it towards en- 
trance to the University. Since courses in Musie 
in high schools are not yet standardized it will be 
necessary for students who offer Music for en- 
trance to stand examination in this subject in order 
to secure credit towards entrance. A maximum of 
one unit will be allowed candidates who meet the 
standards set below in the Theory of Music and a 
maximum of one unit will likewise be allowed 
whenever candidates meet the standard in Voice or 
Instrument, as described below. 



;$£() Bulletin University of New Mexico (Ed. Series 

1. Elements of Composition ; Harmony and 
Structure. — One-half to 1 unit. Harmonic series. 
Intervals. Election of the three primary triads. 
Root positions and doubling in major. Forma- 
tion of scales. Relations of scale constituents 
to root and their tendencies. Consonance; and 
dissonance. Chord connection in four parts. 
Harmonizing of melodies. Elements of melodic 
construction; cadence; phrase and double phrase. 
Minor mode. Secondary triads and their use. 
Other sevenths (within the key). Suspension and 
retardation. Modulation (simple). Anticipation 
and embellishment. 

2. Instrumentation- and Vocal Technique. — 
One-half to 1 unit. Ability to perform with satis- 
factory technique and intelligent interpretation 
one or more numbers in one of the following sec- 
tions : 

(a) Pianoforte; Bach: "Well-Tempered Clavi- 
chord," Prelude or Fugue; 2 and 3 part inventions; 
Mozart or Beethoven : a sonata ; Chopin : study, noc- 
turne, or prelude of moderate difficulty. 

(b) Violin; Bach, Handel, Mozart, Beethoven : a 
sonata; Rhode, Fiorillo, a study of moderate diffi- 
culty; Viotti, Spohr: a concerto. 

(c) Orchestral Instruments; Similar ability to 
perform on any orchestral instrument. 

(d) Voice; Bach, Mozart, Schubert. Schumann, 
Brahms, Franz, Wagner: songs; or an aria by an 
old Italian master. 



Vol. 1, No. 9, 1916) Mitchell 387 

SUGGESTED LIST OF BOOKS ON MUSIC FOR HIGH 
SCHOOL REFERENCE LIBRARY. 

(Furnished by Associate Professor E. Stanley Seder.) 
Pratt: History of Music. 
Hamilton: Outline of the History of Music. 
Parry: Evolution of the Art of Music. 
Mason: Beethoven and His Forerunners. 
Mason: The Romantic Composers. 
Mason: From Grieg to Brahms. 

Mason: Orchestral Instruments and What They Do. 
Krehbiel^How to Listen to Music. 
Krehbiel: Studies in the Wagnerian Drama. 
Mason: Opera Stories. 
Pauer: Musical Form. 
Upton: The Standard Operas. 
Upton: The Standard Symphonies. 
Upton: The Standard Oratorios. 

Elson: National Music of America and Its Sources. 
Mees: Choirs and Choral Music. 

Henderson: Richard Wagner, His Life and His Work. 
Huneker: Chopin, The Man and His Work. 
Grove: Dictionary of Music and Musicians. 5 volumes. 
Henderson: The Orchestra and Orchestral Music. 



LIBRARY OF CONbKtbb 



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